Impact of Student Councils involvement in School Policy Formulation on School Discipline in Public Secondary Schools in Meru County

This study aims to describe the cycle of child-friendly school policies in MTsN 6 Sleman. This type of research is descriptive qualitative. Data collection techniques using interviews, observation and documentation. Source triangulation is carried out to obtain data validity. Data analysis techniques include data collection, data reduction, data presentation, and verification or conclusion drawing. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. Then, the stages of implementing child-friendly school policies in MTsN 6 Sleman, namely: Bureaucratic Structure, Communication of Human Resources, infrastructure, and finance, and Disposition. The learning model used in MTsN 6 Sleman is sufficient to apply the principles of child-friendly schools, namely provision, protection, and participation. Supporting factors are human resources, infrastructure, and financial while the inhibiting factor is the lack of maximum infrastructure and financial resources in creating facilities that are friendly for children with disabilities. Monitoring and evaluation of the implementation of friendly school programs in MTsN 6 Sleman is carried out by the SRA Development Team and involves the KLA task force and other agencies.

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IMPLENTASI KEBIJAKAN SD-SMP NEGERI 4 SATU ATAP DI DESA PONGKAR KECAMATAN TEBING KABUPATEN KARIMUN

Jurnal Pendidikan ◽

10.33830/jp.v17i2.270.2016 ◽

2017 ◽

Vol 17 (2) ◽

pp. 113-20

Author(s):

Sawirdi Sawirdi

Keyword(s):

Data Collection ◽

Secondary Schools ◽

School Policy ◽

Administrative Staff ◽

Inhibiting Factors ◽

Empowering Teachers ◽

Policy Objectives ◽

Political Conditions ◽

School Committees ◽

Insufficient Number

The study aims to describe and analyze the implementation of ‘two schools under one-roof’policy which integrate primary and secondary schools in Pongkar Village, Tebing, Karimun District. The research informants consists the principals, teachers, administrative staff, school committees, and students at the Under One roof schools at Pongkar Village, and of the officials of the Karimun District Education Office. Methods of data collection are interview, observation and documentation study. The results showed that the policy of one-roof SD-SMPN 4 in Pongkar Village has been run in accordance with the objectives of its establishment, indicated from the standard and the policy objectives that have been achieved, the inter-organization communications went smoothly, and the activities to ensure the implementation of the policy went well. Conducive socio-economic and political conditions support the implementation of the under-one-roof school policy. Inhibiting factors that occur are insufficient facilities and infrastructure, the insufficient number of teachers, low motivation of some communities to send their children to this school, and geographical conditions. Attempts to overcome obstacles in implementing the policy includes obtaining special funding assistance from the Karimun District Education Office, empowering teachers to make learning more effective, better arranging school schedules, and socializing the policy and the school to the community. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis: (1) pelaksanaan kebijakan SD-SMP satu atap di Desa Pongkar Kecamatan Tebing. Informan penelitian adalah pejabat Dinas Pendidikan Kabupaten Karimun, kepala sekolah, guru, pegawai tata usaha, komite sekolah, dan siswa. Lokasi penelitian di sekolah satu atap di Desa Pongkar Kecamatan Tebing Kabupaten Karimun. Metode pengumpulan data dengan wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kebijakan SD-SMPN 4 satu atap di Desa Pongkar telah berjalan sesuai dengan tujuan pendiriannya, terlihat dari standar dan tujuan kebijakan yang telah tercapai, komunikasi interorganisasi berjalan dengan lancar, dan aktifitas pengukuhan berjalan dengan baik. Kondisi sosial ekonomi dan politik yang kondusif mendukung pelaksanaan sekolah satu atap. Faktor-faktor penghambat yang terjadi adalah sarana dan prasarana yang belum memadai, jumlah tenaga pendidik dan kependidikan belum cukup, motivasi sebagian masyarakat untuk menyekolahkan anaknya masih rendah, serta kondisi geografis. Usaha untuk mengatasi hambatan dalam pelaksanaan kebijakan SD-SMP Negeri 4 satu atap di antaranya adalah memperoleh bantuan dana khusus dari Dinas Pendidikan Kabupaten Karimun, memberdayakan guru-guru agar pembelajaran lebih efektif, pengaturan jadwal sekolah yang lebih baik, dan melakukan sosialisasi kepada masyarakat.

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Soviet Schools: Policy Pursues Practice, 1921–1928

Slavic Review ◽

10.2307/2499115 ◽

1989 ◽

Vol 48 (2) ◽

pp. 234-253 ◽

Cited By ~ 3

Author(s):

Larry E. Holmes

Keyword(s):

Economic Policy ◽

Civil War ◽

Secondary Schools ◽

Human Behavior ◽

School Policy ◽

The State ◽

October Revolution ◽

New Economic Policy ◽

New Era ◽

Party Members

Many Bolsheviks heralded the October Revolution of 1917 as the beginning of a new era in history; by 1921, however, much of this optimism had disappeared. Civil war, peasant rebellion, empty factories, closed schools, strikes in the industrial establishments that had survived, and the Kronstadt Revolt made many party members weary and cynical. A few, however, stubbornly adhered to an untarnished vision of a grand future. They could be found especially among those officials responsible for primary and secondary schools at the Commissariat of Enlightenment (Narkompros). Anatolii V. Lunacharskii, commissar of enlightenment from 1917 to 1929; Nadezhda K. Krupskaia, his chief assistant for school policy; and their colleagues still believed that they possessed the means to reshape not only the schools but also human behavior and society. While the party engineered a calculated retreat with the New Economic Policy (NEP) and the state slashed the educational budget, Narkompros remained determined to challenge the present and storm the future. It did so by launching a program of sweeping changes in the content and methods of school instruction. With a faith it hoped was infectious, Narkompros assumed that teachers would follow its lead. It would not be so simple.

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Teachers Awareness And Usage Of Non-Violent Strategies For The Maintenance Of Discipline In Nigerian Secondary Schools: A Situational Analysis

Journal of International Education Research (JIER) ◽

10.19030/jier.v11i3.9365 ◽

2015 ◽

Vol 11 (3) ◽

pp. 143-152

Author(s):

Gladys Oby Uzoechina ◽

Adaeze Oguegbu ◽

Esther Akachukwu ◽

Victor Chekume Nwasor

Keyword(s):

Secondary Schools ◽

Corporal Punishment ◽

School Discipline ◽

Situational Analysis ◽

Anambra State ◽

Single Sex ◽

Service Training ◽

Research Questions ◽

Level Of Significance ◽

Descriptive Survey

This study sought to determine teachers level of awareness and usage of non-violent strategies/interventions for the maintenance of discipline in secondary schools in Anambra State, Nigeria. Corporal punishment has become an unwritten sine qua non for the maintenance of school discipline - often the first thought that comes to the minds of teachers in treating acts of indiscipline and deviance. From the Nnewi Education Zone, comprising four local government areas (LGAs), 200 teachers were selected for descriptive survey out of 996 teachers. Stratified random sampling was used such that the schools were stratified into co-educational and single-sex schools, and from each randomly selected school, 10 teachers were selected. Two research questions and four null hypotheses guided this study, and questionnaire was used to collect data. The mean was used to answer the research questions and t-test for the hypothesis at the 0.05 level of significance. The study recommended in-service training for teachers in educational psychology, particularly behaviour modification methods, parental input and interest in school discipline as well as the cessation of corporal punishment among others.

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DIFUSI MODEL PERUMUSAN KEBIJAKAN SEKOLAH RAMAH ANAK DI KAWASAN PESISIR WISATA

Jurnal Kependidikan Penelitian Inovasi Pembelajaran ◽

10.21831/jk.v4i2.27238 ◽

2021 ◽

Vol 5 (1) ◽

pp. 14-30

Author(s):

Mami Hajaroh ◽

Lusila Andriani Purwastuti ◽

Rukiyati Rukiyati

Keyword(s):

Elementary Schools ◽

Data Analysis ◽

Quantitative Method ◽

Policy Formulation ◽

School Policy ◽

Descriptive Statistics ◽

Relative Advantage ◽

School Policies ◽

Analysis Techniques ◽

Child Friendly

Penelitian ini bertujuan untuk mengungkap hasil difusi model dan mengukur kriteria model sebagai inovasi. Penelitian ini adalah penelitian difusi, model perumusan kebijakan sekolah ramah anak di tingkat satuan pendidikan. Penelitian ini menggunakan mixed qualitrative-quantitative method. Partisipan penelitian ini 10 Sekolah Dasar, total 53 orang.Data dikumpulkan melalui wawancara, kuisioner, dokumen, dan diskusi terfokus. Teknik analisis data statistic deskriptif dan analisis kualitatif. Hasil penelitian menunjukkan bahwa model perumusan kebijakan sekolah ramah anak memenuhi kriteria bagus sebagai inonasi karena sesuai dengan lima kriteria inovasi yakni keunggulan relatif (relative advantage), kompatibilitas (compatibility),kerumitan (complexity), kemampuan diujicobakan (trialability), dan kemampuan diamati (observability). Hasil difusi juga menunjukkan bahwa sekolah mengadopsi model analisis perumusan kebijakan pendidikan sebagai inovasi. Model ini efektif untuk diterapkan di sekolah untuk menginterpretasi kebijakan dari tingkat makro dan meso ke dalam kebijakan mikro (satuan Pendidikan). Keefektifan tercapai karena adanya kolaborasi yang sinergis antara Tri Pusat Pendidikan (sekolah, masyarakat, dan keluarga) pada tahap intepretasi kebijakan dan program, serta pada tahap pengorganisian dan aplikasi kebijakan sekolah ramah anak.THE DIFFUSION OF CHILD-FRIENDLY SCHOOL POLICY FORMULATION MODELS AT THE EDUCATION UNIT LEVELThis study aimed to reveal the results of the diffusion models and measure the criteria of the models as an innovation. This study is diffusion research, a model for formulating child-friendly school policies at the education unit level. This study used a mixed qualitative-quantitative method. The participants of this study were 10 elementary schools, a total of 53 people. The data were collected through interviews, questionnaires, documents, and focused discussions. The data analysis techniques were descriptive statistics and qualitative analysis. The results show that the model for formulating child-friendly school policies met the good criteria as an innovation since it complied with five innovation criteria, namely relative advantage, compatibility, complexity, trialability, and observability. The results of the diffusion also show that schools adopt an analytical model of education policy as an innovation. This model is effective to be applied in schools to interpret policies from the macro and meso levels into micro policies (Education units). Effectiveness is achieved due to synergistic collaboration between the Three Education Centers (schools, communities, and families) at the policy and program interpretation stage, as well as at the stage of organizing and applying child-friendly school policies.

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The management of school discipline in Hong Kong aided secondary schools and the implications for school administration

10.5353/th_b3195547 ◽

1985 ◽

Author(s):

Shu-fai Lee

Keyword(s):

Hong Kong ◽

Secondary Schools ◽

School Discipline ◽

School Administration

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Paternalistic aims and (mis)attributions of agency: What the over-punishment of Black girls in US classrooms teaches us about just school discipline

Theory and Research in Education ◽

10.1177/1477878520912510 ◽

2020 ◽

Vol 18 (1) ◽

pp. 59-77

Author(s):

Lily Lamboy ◽

Ashley Taylor ◽

Winston Thompson

Keyword(s):

United States ◽

Secondary Schools ◽

Low Income ◽

School Discipline ◽

The United States ◽

Black Girls ◽

Complex Case ◽

Normative Reasoning ◽

Racial Injustice ◽

School Punishment

In this article, we explore the interrelated phenomena of teachers’ paternalistic aims and their misattributions of the agency of their students within particular schooling contexts of systemic racial injustice in the United States. We argue that, because teachers in these contexts assess agency in patterned, predictable ways that stem from – and reify – preexisting unjust patterns of oppression, teachers are unreliable evaluators of the conditions necessary for just punishment. To build this argument, we explore a complex case in which authorities regularly fail to meet these conditions: the punishment of Black girls in low-income, urban, predominantly non-White primary and secondary schools in the United States. Through our analysis, we offer a new concept, excess agency misattribution, which raises serious questions about subjective justifications for punishment in contexts of entrenched injustice. By delineating how the perceptions of teachers influence both the putative justifying aims and targeted recipients of punishment, we demonstrate how the existing terrain of school punishment practices ought to affect our normative reasoning about the fairness of punishment in these contexts.

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Staffing, Supervision and School Discipline as Determinants of Teachers’ Job Commitment in Public Secondary Schools of Delta State

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2021/v34i230305 ◽

2021 ◽

pp. 59-66

Author(s):

Ataine Juliet Asoro

Keyword(s):

Regression Analysis ◽

Data Collection ◽

Secondary Schools ◽

Content Validity ◽

Sampling Method ◽

School Discipline ◽

Reliability Test ◽

Pearson Product Moment Correlation ◽

Job Commitment ◽

Correlation Statistics

The study was conducted to examine how staffing, supervision and school discipline could determine teachers’ job commitment in public secondary schools, Delta State. The correlational survey was adopted for this study. The population comprises of 13,484 principals and teachers in public secondary schools in Delta State. Purposive sampling method was used to sample 674 participates. Two instruments were self-developed for data collection, the instruments were titled “Staffing, Supervision, School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instrument was validated through face and content validity. Additionally, the instruments were exposed to Cronbach alpha co-efficient and reliability test yielding coefficients of .81 and .77 was obtained for School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ) respectively. Data obtained was loaded into SPSS version 23 to compute results using Pearson Product Moment Correlation Statistics and regression analysis. Finding shows that staffing, supervision and school discipline are positively significant to teachers’ job commitment in Delta State public secondary schools. It is thus recommended that government should ensure that all schools within the state are adequately staffed such that the workload of teachers will reduce.

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