Strategi Penyelenggaraan Program Sekolah Ramah Anak: Analisis Peran Kepala Sekolah di SD Tanjung Jabung Timur Jambi

This research aims to describe the strategy of the principal in organizing a child-friendly school program at SDN 9/X Sido Mukti. This research uses descriptive qualitative methods. Data collection is done through observation, interviews, and documentation. Data analysis uses data reduction, data presentation, and drawing conclusions, and verification. The results showed that the implementation of child-friendly school programs began with child-friendly school program planning activities in accordance with SOPs and predetermined policies. The preparation of strategies to meet 6 indicators includes child-friendly school policies, the implementation of learning processes, facilities and infrastructure, trained educators and education personnel children's rights, child participation as well as parents and communities.

Training Graduated Students in an Industrial Context of a Retail Company

Graduate students are a source of knowledge to companies. Their youth, readiness to show recently acquired abilities, and high levels of motivation to “change the world” are appreciated by human resources hiring teams to complete their purpose: to identify talent that can enhance business areas accomplishing relevant goals. However, “competences” do not always come along with the “full package” of a recent graduate. This chapter describes how a Portuguese retail company developed and implemented a Lean School to (1) upskill internal knowledge, skills, and behaviors about Lean in the existing work force and to (2) prepare the newcomers to use Lean in such a good way as if they had been part of the company for years. The authors will also describe some of the active learning methods used in the Lean School programs and report the evolution on some performance indicators like number of students in attendance and satisfaction levels.

STRESSORS AND PARENTAL COGNIZANCE ON MODULAR LEARNING MODALITY

The factors are contributing to optimal parental educational involvement always intrigued to research, and the researcher wanted to dig into the issue or the problem behind the different scenarios. A wide range of stressors and parental cognizance on modular learning modality, including the home environment, socio-economic status of the family, and learning at home with a descriptive equivalent of very extensive, indicates that stressors on modular learning modality are always evident. On the other hand, the extent of parental cognizance, considered with the indicators: participation in social organizations, school programs involvement, and community collaboration with a descriptive equivalent of extensive which frequently means evident. A student’s ability to succeed academically as well as cultivate a lifetime passion for learning is greatly enhanced when parents are actively involved in the lives of their kids. Furthermore, the results of this study awaken to Department of Education to maintain seminars about improving parental cognizance and training about the different modalities for the parents to develop their supporting teaching skills and deeper relationships with their children. KEYWORDS: Stressors, modular learning modality, parental cognizance

The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia

This research is on the Implementation of special needs schools as Resources Center for Inclusive Education in Jakarta, Indonesia. This study aims to determine the implementation of special needs schools as organizers of inclusive educational resource centers. This research was conducted in a special needs school designated as an inclusive education resource center numbering 18 schools in Jakarta. This research uses a qualitative approach. Implementing the special needs schools' program as a resource center for inclusive education illustrates that the condition of inclusive education has not been maximized because there is still a lack of means to support the activities of inclusive educational resource centers. In addition, the need for training on inclusive education for teachers and education personnel becomes important for inclusive schools to do.

EKSPLORASI KULTUR BERBASIS PROGRAM HOLISTIC INTEGRATIF DI SMP ISTIQOMAH SAMBAS PURBALINGGA

The holistic, integrative program is needed for excellent schools because this program offers a variety of integrative services that support school programs to be more optimal. The service aims to know the implementation of a holistic, integrative program to support school culture at SMP Istiqamah Sambas Purbalingga, Central Java. The service method with case studies is based on findings in the field through direct observation data collection techniques and interviews with school principals, teachers, and students. The activity results show that the implementation begins with problem analysis, socialization, monitoring and evaluation of the program, and follow-up. SMP Istiqamah Sambas shows a good school culture based on monitoring and evaluating the holistic, integrative program of more than 75% achieved for each service indicator so that the holistic, integrative program effectively improves the superior school culture

The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents, and program staff

The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs—appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed.

A Qualitative Study of Adolescents’ Experiences of Distress and Well-Being during Intensive Mindfulness Practice

ObjectivesIn recent years mindfulness has gone mainstream, reaching many adolescents through school programs and smartphone applications. Yet there is little empirical understanding of what mindfulness practice is like for adolescents. This qualitative study sought to capture adolescents’ lived experiences as they embarked on a period of intensive mindfulness practice.MethodsThis multi-method qualitative study involved 23 self-selected youth (Mage = 16.35 years, SD = 1.58, 57% girls, 52% White) who participated in a six-day residential mindfulness retreat. Participants wrote reflections about their mindfulness practice each night of the retreat and discussed their experiences in focus groups immediately after the retreat. Data were analyzed using a two-cycle coding process to categorize common patterns of adolescents’ experiences into conceptually meaningful categories. ResultsAdolescents reported an array of experiences of distress from cognitive (83% of adolescents; e.g., self-loathing and rumination), to emotional (87% of adolescents; e.g., sadness), to physical distress (44% of adolescents; e.g., physical pain) during mindfulness training. They also described a range of well-being experiences from cognitive (87% of adolescents; e.g., self-inquiry and discovery), to emotional (65% of adolescents; e.g., acceptance), to social well-being (39% of adolescents; e.g., loving-kindness and connection). Experiences of distress and well-being were relatively balanced overall, yet girls and experienced meditators reported greater distress.ConclusionsThis study paints a descriptive picture of adolescents’ experiences during mindfulness practice and suggests that their experiences during mindfulness might reflect core developmental concerns. Implications for developmental science and adolescent-informed mindfulness training programs are discussed.

Partnerships to offer advanced learning for all students

Out-of-school programs can offer personalized and meaningful learning experiences that deepen students’ knowledge and cater to their passions and interests, but it has been a painful reality that many such programs have been available only to students and families with privilege and resources. Karen Hammerness, Anna MacPherson, Preeti Gupta, Tramia Jackson, and Rachel Chaffee describe how the Science Research Mentoring Consortium in New York City gives students from underserved communities opportunities to engage in STEM activities alongside researchers at sites throughout the city. Students with a strong interest in and aptitude for science take classes after school or on weekends and conduct their own research with the support of mentors. The authors share the principles that undergird the program and that can be applied to similar mentoring partnership programs in other disciplines.