Building a Culture of Peace and Multiculturalism in the World of Education

Building a culture of peace in the education space is a joint task for all Indonesian people. The strategic position of education is expected to be the center of forging a spirit of togetherness in diversity. Teachers / lecturers and other academicians need to continue to mainstream "peaceful culture" and the spirit of multiculturalism in the education space. Creating a school climate and culture that is safe, comfortable, peaceful and respects differences is the main task and responsibility of the educational community through various approaches, namely intra-curricular, co-curricular, and extra-curricular.

Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District

The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district’s gifted identification and services, we conducted 10 focus group interviews with 61 participants including gifted coordinators, teacher leaders, and gifted facilitators in the middle of a district initiative aimed at improving equitable identification and services in its gifted program. Data were analyzed using the six-phase approach of Thematic Analysis, which included (1) familiarization, (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and then (6) writing our report. Three overarching themes emerged from the in-depth analysis: (1) building systemic capacity, (2) shifting conceptions of giftedness, and (3) equitable identification practices and inclusive programming. Findings indicated the importance of systemic capacity building in teachers for improved CLED student identification into gifted programs and services. Essentially, building systemic capacity and shifting conceptions of giftedness share a reciprocal relationship in leading to more equitable gifted identification practices and inclusive programming. Moreover, implementing flexible and nuanced policy that takes into consideration school climate and culture is critical to building systemic capacity while working toward goals of equity. Recommendations are provided for researchers and practitioners based on these major findings.

Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context

The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, not achieving quality education is equivalent to not having had the opportunity to grow and develop as fully as one is entitled to in a free and just society, which needs inclusive leadership. The objective in this study is the validation of the instrument “Inclusive Leadership in Schools” for the Italian context. The methods used are content validity through expert judgement; construct validity through exploratory and confirmatory factor analysis; and reliability through Cronbach’s alpha coefficient and the split-half method. The results reveal that both the version for school administrators and teachers and the version for families have optimal levels of validity and reliability for measuring the degree of inclusive leadership in Italian schools. The results suggest that inclusive leadership effects are expected to operate most closely via their influence on developing the improvement of teaching and learning quality and promoting a favourable school climate and culture that emphasize high expectations and quality education.

School Climate and Culture and Its Relationship to Dropout Prevention

This chapter describes how a positive school climate can contribute to students bonding with and staying in the school. It also describes how a negative or “toxic” school climate can contribute to the dropout problem. The chapter looks at the important role of teacher(s) and how they contribute to students staying in or leaving school prior to graduation. The chapter also looks at school climate as a “therapeutic intervention.”

The Influence of Organizational Culture on Motivation to Learn in Vocational School YPLP PGRI 1 Makassar

A conducive school climate and culture is characterized by the creation of a safe, comfortable and orderly learning environment so that learning can take place effectively. This study aims to describe the organizational culture, description of student learning motivation and the influence of organizational culture on learning motivation of class X students in office administration skills competencies in SMK YPLP1 PGRI Makassar., amounting to 66 students. Data collection used in this study were observation, questionnaire and documentation. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results showed that organizational culture belonged to the good category, viewed from seven indicators, namely innovation, stability, orientation to people, orientation to results, calm, attention to details and orientation to collaboration. Student learning motivation is categorized as very good, in terms of five indicators, namely the desire and desire to succeed, the encouragement and need for learning, the hopes and ideals of the future, the existence of interesting activities in learning and the existence of a conducive learning environment. Furthermore, there is a cultural influence on the learning motivation of students in class X competence in office administration skills classified as moderate and accepted.

PERAN KEPALA SEKOLAH DASAR DALAM MEMPERSIAPKAN SUMBER DAYA PENDIDIK MENGHADAPI IMPLEMENTASI KURIKULUM 2013

School principals as leaders in primary schools can be a good manager of school progress in the future as well designer. The principal's role is very important because in the hands of the principal policies will progress the school is located. Factors supporting the achievement of a program created by the principal, the teacher's role as an educator as a resource executing the implementation of curriculum 2013, would require the improvement and enhancement of professionalism. Principal's role in preparing resource educator (teacher) facing the implementation of the curriculum in 2013 as a planner and developer in providing a school policy is to increase learning in terms of services, the concept of a credible form of learning that applies the concept of thematic scientific approach, foster harmonious school climate and culture character that can be run in a conducive learning, academic educators increase professionalism through education and training, and instilling cohesion and cooperation among stakeholders in building and developing a school program.

School climate and culture : a case study on the impact of student perception

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study takes a deeper look into the factors that create school climate and culture and how those factors are perceived by students. A quantitative study was conducted by administering a survey to 199 students at one rural Midwest high school. A chi-square test was performed to determine differences between two groups; high and low-grade point average and high and low attendance. Many statistically significant findings were found especially among the low-grade point average and low attendance groups. While students appeared to be overall pleased with some areas within the school such as safety, the biggest negative impact was seen in student stress levels and lack of connections with faculty members. The results suggest that a positive climate and culture can also influence student grade point average and attendance which can further impact student performance areas that toward which educators strive.

Parents’ Involvement in their Children’s Education: The Value of Parental Perceptions in Public Education

The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions’ about school climate and their child’s school choice. Our comprehensive in-depth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.