Factors that Influence School Choice: A Look at Parents’ and School Leaders’ Perceptions

School choice is a growing movement, and public school districts are faced with the challenge of preventing declines in student enrollment. In response, school districts must work to retain enrolled students and at the same time, attract new students. This qualitative study focused on developing an understanding of the factors that influence parents’ decisions to enroll their child(ren) in a chosen school, that is, a school which differs from that assigned to the student, also known as school choice. This case study examined data from the perspectives and experiences of parents and public school district leaders. Results suggest that school leaders need to ensure they build good relationships with parents and keep a positive school culture where customer service is valued and held to the highest standards. In essence, school leaders must maintain strong partnerships with their families to attract and retain student enrollment. The results from this study equip school leaders with valuable information for strategic planning to address declines in student enrollment.

A grounded theory of educational leadership development using generative dialogue

The aim of this research was to develop a grounded theory of educational leadership development, using generative dialogue (GD), as an approach to initiating and maintaining professional growth in school principals/vice principals in an urban school district in a relatively affluent region of Western Canada. In Wave I, GD interviews were conducted by a team of consultants, and anonymous data were voluntarily submitted to the research team (n = 37). In Wave II, confidential, one-on-one, audio-recorded virtual interviews were conducted with five participants. Data were transcribed and analysed using grounded theory. The grounded theory model integrated the findings from Wave I and Wave II. There were three final overarching themes: environment, relationships, and leadership. Professional growth was evident when a GD approach was used that emphasized both positive communication and self-reflection. Relationships were supported by a focus on safety and reflected honesty, which led to a positive school culture, while leadership was facilitated through supports and the supervisor role and led to improved accountability. In conclusion, GD serves a useful purpose for facilitating professional growth in educational leaders, but should be supplemented with other evidence-based approaches to meet school leaders’ broader professional development needs, and goals of school improvement. Applicability and limitations of the study are discussed.

Modeling a Culturally Responsive Mindset

To address the rapidly changing cultural demographic of the United States, educator preparation programs must guide future teachers to create welcoming and equitable classroom communities that establish diverse cultural contexts as the norm and address culture not as an add-on but infused in natural, authentic ways throughout the school year. This chapter provides a rationale for implementing culturally responsive pedagogy by addressing the concept of cultural competence and then offering strategies for creating a welcoming classroom that recognizes and values the whole child and creates an overall positive school culture that promotes inclusion and fosters success for all. Moreover, the chapter addresses the importance of modeling dispositions at the EPP level for normalizing culturally responsive practices so that preservice and beginning teachers will naturally and routinely recognize and employ strategies that make all students feel seen, embraced, and worthy.

Modeling a Culturally Responsive Mindset

To address the rapidly changing cultural demographic of the United States, educator preparation programs must guide future teachers to create welcoming and equitable classroom communities that establish diverse cultural contexts as the norm and address culture not as an add-on but infused in natural, authentic ways throughout the school year. This chapter provides a rationale for implementing culturally responsive pedagogy by addressing the concept of cultural competence and then offering strategies for creating a welcoming classroom that recognizes and values the whole child and creates an overall positive school culture that promotes inclusion and fosters success for all. Moreover, the chapter addresses the importance of modeling dispositions at the EPP level for normalizing culturally responsive practices so that preservice and beginning teachers will naturally and routinely recognize and employ strategies that make all students feel seen, embraced, and worthy.

Creating a Positive School Culture Through New Educational Practices

There is an increase in rates of depression and anxiety globally. Schools have moved from a traditional approach of learning and teaching to contemporary forms which includes technology. New revolution has taken place in the world of schooling, with the entry of positive education. Positive education is the application of principles in positive psychology to schooling to enhance the well-being of students and schools. The objective of this review-based chapter is to bring to light the use of various strategies of positive education in classrooms, for middle school students, in order to create a positive learning environment. An evidence-based learning approach is used in this chapter. This chapter address issues and concerns regarding the challenges in applying the strategies of positive education. The main aim of creating a positive school culture in middle school is to enhance the happiness and well-being of students The chapter brings out the need for positive education in the current generation and discusses the implications of the further scope of positive education in India.

Terima kasih dan Meminta Maaf Sebagai Budaya Sekolah Bercorak Kearifan Lokal Jawa

ABSTRAK Maraknya penyimpangan sosial yang terjadi pada siswa saat ini disebabkan oleh kebiasaan negatif yang membudaya dalam kehidupan sehari-hari. Penyimpangan tersebut disebabkan oleh serinya siswa terpapar konten negatif seperti media sosial, sinetron, maupun lingkungan sekitar yang tidak mendukung pembentukan karakter positif. Sehingga kebiasaan atau budaya tersebut juga terbawa hingga ke sekolah. Melalui budaya terimakasih dan meminta maaf ini lah diharapkan mampu meminimalisir budaya negatif tersebut. Budaya terimakasih dan meminta maaf yang nantinya menjadi budaya sekolah juga diharapkan mampu membentuk karakter anak. Adanya pembudayaan yang bercorak Jawa juga menguatkan penguatan karakter karena dalam budaya Jawa budaya jawa terdapat transformasi karakter berupa cinta damai, toleransi, peduli lingkungan, menghargai, jujur, dan rendah hati. Subjek penelitian ini adalah siswa-siswi, guru, kepala sekolah, dan wali murid SD N 15 Mangkubumen Lor penelitian ini menggunakan kualitatif dengan studi kasus.pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa dengan budaya meminta maaf dan berterima kasih bertransformasi menjadi budaya sekolah yang positif, dimana siswa mempunyai bekal kesantunan berbahasa maupun berperilaku, selain itu munculnya karakter bertnggung jawab, jujur, rendah hati, jujur, toleransi dan saling menghormati . ABSTRACT The rise of social deviations that occur in students today is caused by negative habits that are entrenched in everyday life. The deviation is caused by the series of students exposed to negative content such as social media, soap operas, and the environment that does not support the formation of positive characters. So that these habits or culture also carry over to school. Through this culture of gratitude and apology it is hoped to be able to minimize this negative culture. Thank you and apologizing culture which later became school culture is also expected to be able to shape the character of children. The existence of Javanese culture also strengthens character strengthening because in Javanese culture there is a transformation of Javanese character in the form of peace, tolerance, care for the environment, respect, honesty and humility. The subjects of this study were students, teachers, principals, and guardians of students of SD N 15 Mangkubumen Lor. This study used a qualitative case study. Data collection used interviews, observation, and documentation. The results showed that with a culture of apology and gratitude transformed into a positive school culture, where students have the provision of language politeness and behavior, besides the emergence of responsible characters, honest, humble, honest, tolerance and mutual respect.

The Counseling Techniques in Tackling the Problem of Truancy Among the Students of Uttarakhand Schools

The term behavioral problem’ refers to a type of serious abnormality in the behavior of an individual resulting into his maladjustment with the self and the environment and proving detrimental to the welfare of his self and the society. Example of such behavior is truancy, lying, stealing; temper tantrums, drug addiction and juvenile delinquency. Truancy is a behavioral problem relates with students in school at all levels of education. The researcher carried out a theoretical work by using counseling techniques in tackling the problem of truancy in schools’ of Uttarakhand, various techniques were used in resolving problem of truancy in Uttarakhand schools include Rational Emotive Behavioural Therapy (REBT) of Albert Ellis and Behavioural Modification include; modeling, assertiveness training, cognitive restructuring, behavioural modification, reinforcement both positive and negative. Effects of truancy on academic performance of the students in schools were spelt out. Various counseling implications were discussed which include; the need to form an attendance review team to catch problem of truancy as early as possible, provision of individualize support for the children in school, building a positive school culture to guide the child in school and focusing on the most essential behaviors that are noticeable in schools. Problem of truancy would definitely be solved if used all the suggested techniques and skills appropriately by a trained professional counseling.

The Role of School Culture in Holistic Education Development in Muhammadiyah Elementary School Sleman Yogyakarta

This research aims to: 1) describing the cultural approach in the development of holistic education in Muhammadiyah Elementary School: 2) finding the role of school’s stakeholders in realizing holistic education in Muhammadiyah Sleman Elementary School. This research was conducted at Muhammadiyah Sleman Elementary School Yogyakarta. This research was qualitative research of phenomenology by interpretive paradigm. Data collection techniques were observation, interview, and documentation. Data analysis was by interactive model, which were data reduction, data display, and data conclusion drawing/verification. The results of this research are: 1) school culture becomes an important part in improving education quality. The development of holistic education in Muhammadiyah elementary school using cultural approach. Values, beliefs, and habits are built on the school community’s awareness and will, which is bottom-up in nature. The basis of realizing holistic education in school is the school culture. Positive school culture will make holistic education done well, on the contrary negative school culture will make holistic education difficult to obtained. Therefore schools should build strong school culture in implementing holistic education; 2) school stakeholders who very important in realizing holistic education at Muhammadiyah Sleman Elementary School are principal, guard team of school culture, teachers, families, school committees, community, and guard team of holistic education.

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.