Successful, coasting and low-performing school principals in Israel: an explanatory model

PurposeThe purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.Design/methodology/approachThis is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.FindingsThe explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.Originality/valueTheoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

Pelatihan Teknik Budidaya Lele Organik Dengan Metode BRL di Desa Lopak Aur

The service has been carried out in the Yatim Mandiri Farmer Group, which consists of orphans in Lopak Aur Village, Pemayung District, Batanghari Regency. The implementation of the community service for 4 months from May to September 2020. The objective is to increase the knowledge and skills of farmer group members for catfish cultivation using the Eco-friendly Biofloc (BRL) method. The results of the dedication show that the orphan group has a high interest in cultivating catfish using the BRL technique. This is because catfish farming can be done without disturbing the school schedule of group members and the implementation is easy to do and provides economic value to meet the needs of orphans. The initial stage of catfish farming using the BRL technique has increased the knowledge and insight of orphans in trying to be independent. The prospect of catfish farming using the BRL technique can build an entrepreneurial spirit for orphans so that they can support the family economy.

Backtalk: For many students, there’s nothing elective about electives

Bay Collyns, a former teacher, explains that her daughter’s experiences taught her how critically important elective activities can be for children with special needs. Because Collyns’s daughter was on the autistic spectrum and needed additional academic support, there was no time in her school schedule for elective courses. Collyns was fortunate to be able to provide her with opportunities outside school, such as therapeutic riding and art classes, where her daughter could strengthen her social skills, develop her talents, and take pride in her accomplishments. When educators debate the value of extracurricular activities, Collyns argues, they should keep in mind that for many students, such opportunities are just as essential as the academic core.

Segmented School Physical Activity and Weight Status in Children: Application of Compositional Data Analysis

The purpose of this study was to apply compositional data analysis (CoDA) for the analysis of segmented school step counts and associate the school step count composition to body mass index (BMI) z-scores in a sample of children. Participants were 855 (51.8% female) children recruited from the fourth and fifth grades from four schools following a 7-h school schedule. Using piezoelectric pedometers, step count data were collected during physical education, recess, lunch, and during academic class time. A multi-level mixed effects model associated the step count composition with BMI z-scores. Compositional isotemporal substitution determined changes in BMI z-scores per reallocation of steps between pairs of school segments. A higher percentage of steps accrued during physical education (b = −0.34, 95%CI: −0.65–−0.03, p = 0.036) and recess (b = −0.47, 95%CI: −0.83–−0.11, p = 0.012), relative to other segments, was associated with lower BMI z-scores. Specifically, a 5% to 15% reallocation of steps accrued during lunchtime to either physical education or recess was associated with lower BMI z-scores, ranging from −0.07 to −0.25 standard deviation units. Focusing school-based promotion of physical activity during physical education and recess may have greater relative importance if targeted outcomes are weight-related.

IMPLEMENTATION OF SCHOOL FROM HOME (SFH) THROUGH ONLINE LEARNING IN THE COVID-19 STATE EMERGENCY IN SMP N 1 SEMIN

The spread of the Corona virus that causes Covid-19 disease led the government issuing a new policy in the field of education. The policy aimed to prevent the Corona virus spread within the educational unit. The policy adopted was the Online School from Home (SFH) implementation. Online learning used smart phones through the Internet network. SFH online has been implemented for the first time in SMP N 1 Semin. Many obstacles occurred during the implementation of SFH, among others: unstable internet connection or network, internet data and limited facilities of android smart phones. The survey results from the students stated that there were things that are not pleasant during SFH that are boring, lack of student motivation, too many tasks, lack of focus in learning, and the learning atmosphere is less fun. Ninety percent of students wanted to go back to school and interacted with schoolmates. The implementation of the SFH continued to be extended until the education environment is safe for teaching and learning. Schools were trying to implement strategies so that SFH runs well. This strategy was a joint discussion between the school and the school committee, adjusting the SFH school schedule, and implemented IT training for teachers.

Mengembangkan Sikap Rasa Ingin Tahu (Curiosity) Pada Pelajaran Fisika Menggunakan Model Pembelajaran Flipped Classroom

Curiosity is one of the attitudes that needs to be developed in learning activities. This research proved hat students' curiosity can be developed by selecting appropriate learning models. The flipped classroom learning model is one of good models to develop curiosity. In this research the action research (CAR) class has been chosen as a research method to analyze the increase in curiosity and the value of learning outcomes in class 12 Physics learning activities. The treatment given is to provide opportunities for students to study independently outside the school schedule to study the material provided and find out all forms of information needed. Students have the opportunity to work together in class giving reports on their learning outcomes by making presentations in class. The instrument used for part of the data collection technique is in the form of observation sheets, questionnaire sheets and question sheets containing questions in accordance with the material being studied. The data analysis technique was carried out using descriptive and quantitative qualitative analysis. The results of the research show that students' curiosity and student learning outcomes can be improved by using these learning models. The obtained data analysis of the also shows that the implementation of the flipped classroom learning model provides very significant benefits.

0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

SPORTS PERFORMANCE, SLEEP AND ANXIETY IN CHILDREN AND ADOLESCENTS: SECOND YEAR RESULTS OF A LONGITDUINAL STUDY

Background: In the preliminary results of a longitudinal study, we gathered baseline insights into students’ sleeping habits, activity levels and anxiety. The results showed that the seventh grade (now eighth grade) students reported mild anxiety, played sports non-competitively and underslept according to the National Sleep Foundation (NSF). In the second year of this study, we continue to look at the trends of sleep, athletic performance and emotional wellness. Methods: 40 eight grade students were administered an ActiGraph watch to assess sleep patterns. Students completed a background survey to obtain information regarding sports participation and subjective injury reports. Students completed the Beck Youth Anxiety Inventory (BYAI) to assess anxiety. Actigraph data was reviewed with a board certified sleep pulmonologist. Results: 16 males and 24 females wore the watch for 5 school nights. Average age of patients was 13 years (range: 13 to 14). 200 nights of nocturnal sleep were analyzed with total sleep time (TST) averaging: 6.2 hours (370 minutes) (range: 216 to 448 minutes). Females averaged 6 hours (368 minutes) and males averaged 6.25 hours (375 minutes) (p=0.62). Out of the 40 students that wore the watch, 78% (31/40) completed the background survey regarding sports participation. 78% (24/31) reported playing a sport and on average spend 7 hours a week playing (range: 1 to 30 hours). 78% (24/31) also participate in an organized or recreational sport and on average started competitive sports at the age of 6 years (range: 3 to 12 years). 46% (11/24) of students reported injuries that removed them from their sport during the school year (range: 1 to 4 injuries). On the BYAI (n=32), scores were significantly higher this year with a mean score of 16 (moderate anxiety) compared to last year (mean=12, p=0.01). Females scored significantly higher (p=0.04) on the BYAI (mean=18, n=20) than males (mean=12, n=12). Patients that also reported higher anxiety received significantly less sleep (p=0.01, r=-0.46). Conclusion: In the second year of our longitudinal study, our results show that students continue to sleep below the recommendation of the NSF (9 to 11 hours, 546 to 660 minutes) and select students are starting to specialize in sports. However, anxiety compared to last year was significantly higher. As they transition from middle school to high school, we expect to see students undergo personal development, commit to one sport and have a more rigorous school schedule that will continue to affect sleep and emotional wellness.