Self-Efficacy on Psychological Well-Being of Early Childhood Education Teachers

The teacher is a key source of educational success, because if the teacher is successful in teaching, it is likely that their students will be successful. The teacher is the main actor in addition to the parents and other important elements. The purpose of this study was to determine the effect of self-efficacy on psychological well-being of paud teachers in Grobongan Regency. The method used is a quantitative research method with 271 subjects using a scale. The data analysis technique used is choreal analysis using SEM-based PLS. Test of Regression Coefficient (β) 0.19 with P-Value <0.01, R Square Value 0.77. The results of the analysis test showed that there was an influence between self-efficacy on psychological well-being of paud teachers in Grobongan Regency.

What Make Students Participate in School Organizations? The Role of Motivation and School Environment

This study aimed to determine the various motivations of students in participating in school organizations. These school organizations play an important role in fostering educational success and include intra-curricular and extracurricular activities. The school organizations discussed in this article were student council (known as Organisasi Siswa Intra Sekolah or OSIS) and extracurricular activities. This study consisted of a literature review. Based on the results, students’ motivation in participating in school organizations can be categorized into two types, namely internal and external motivation. Internal motivation is that which comes from within the individual, and external motivation is an influence that comes from outside the individual. The motivation of students may affect their activeness in participating in organizations and their daily activities. Keywords: student participation, motivation, school organization

Improving the quality of the university students’ academic performance prediction model

Predicting the educational success of students is one of the actual tasks of the intellectual analysis of educational data. In this article, two research issues are considered: improving the quality of the university students’ academic performance prediction model and implementation the developed model into the real university educational process. The models predicting academic performance are based on XGBoost algorithm and the linear regression algorithm. According to the results of the study, it was revealed that data on the use of electronic and university libraries make it possible to improve the quality of predicting the students’ academic performance, and also confirm the fact that monitoring the students’ academic performance in dynamics is more informative in making managerial decisions in the educational process than the absolute values of the academic performance results. The models for predicting the students’ academic performance studied in this work can be used in educational institutions of higher education for the timely identification of at-risk students, providing feedback to students and teachers regarding the educational success of students and managing the educational process.

Memórias de mulheres afrodescendentes de sucesso na educação de jovens e adultos

O presente texto expõe um dos resultados de estudos e experiências vivenciadas no Programa de Pós-Graduação em Educação da Universidade Federal do Piauí- PPGEd/UFPI. Através da pesquisa que resultou na Dissertação intitulada, “Histórias que se cruzam na EJA: as Trajetórias de Vida de Mulheres Afrodescendentes de Sucesso Educacional”, em que a primeira autora buscou problematizar como mulheres afrodescendentes interpretam a sua trajetória de vida e sua passagem pela EJA, expondo também, implicações advindas destas em suas formas de organização da vida e no enfrentamento das suas dificuldades socioculturais, considerando os fatores de gênero-raça-classe. Neste artigo buscamos refletir sobre as memórias de duas mulheres afrodescendentes, egressas da EJA, participantes da citada investigação. A intenção foi analisar, a partir das histórias de vida de cada uma, as táticas utilizadas por elas para que pudessem alcançar a emancipação social, e assim obterem o sucesso educacional/profissional desejado por cada uma delas, de maneira singular. As discussões foram feitas a partir dos seguintes autores/as: Arroyo (2014, 2017), Boakari (2010, 2015, 2019), Certeau (1994), Guimarães (2013), Martins (2013), dentre outros/as. A análise dos dados e as suas interpretações evidenciaram que há lições nas trajetórias educativas, que nos mostram como essas mulheres utilizaram o direito a educação como ferramenta para superar algumas dificuldades impostas pela condição interseccional de ser mulher-afrodescendente-pobre no Brasil. Essas mulheres afrodescendentes, por meio de táticas subverteram a lógica social brasileira, e ocuparam lugares que não eram comuns a elas, nem para muitas outras, com características semelhantes e em condições parecidas.Palavras-chave: Mulheres afrodescendentes sujeitas de sua História; EJA como direito e tática; Sucesso educacional e socioprofissional.Memories of successful afrodescendant women in youth and adult educationABSTRACTThis text presents some results of studies and experiences lived in the Graduate Program in Education at the Federal University of Piauí (PPGEd/UFPI). With help from the research that resulted in the Master´s Thesis entitled "Stories that intersect in EJA (Youth and Adult Education Programs): the Life Trajectories and Educational Success of Women of African Descent", we problematized how women of African descendance interpret their trajectories in life and times spent in EJA programs. Implications arising from these experiences in terms of how they helped the women organize their lives and face their sociocultural difficulties, considering gender-race-class factors, were considered. In this article, we seek to reflect on the memories of two Brazilian women of African descent, graduates from EJA programs, with the intention to analyze, from the life stories of each one, the tactics used by them to achieve social emancipation and attain the educational/professional success desired by each one of them, in a unique way. Discussions were supported by the following authors: Arroyo (2014; 2017), Boakari (2010; 2015; 2019), Certeau (1994), Guimarães (2013), Martins (2013), among others. Data analysis and their interpretations showed that there are lessons to be learned from the educational trajectories of the participants of the study, as they show us how these women used their right to an education as a tool to overcome difficulties imposed by their intersectional conditions of being poor Afro-descendant women in Brazil. These women of African origin, through tactics developed by each one, subverted the Brazilian social logic and occupied places that were not common for persons like them, nor for many others with similar characteristics and in similar conditions.Keywords: Subject afrodescendant women of their History; EJA as law and Tactics; Educational and socioprofessional success.Memorias de éxito de mujeres descendientes africanas em la educación de jóvenes y adultosRESUMENEste texto presenta algunos resultados de estudios y experiencias vividas en el Programa de Posgrado en Educación de la Universidad Federal de Piauí-PPGEd/UFPI. A través de la investigación que dio como resultado la Disertación titulada "Historias que se cruzan en EJA: las Trayectorias de Vida de Mujeres Afrodescendientes de Éxito Educativo", tentamos problematizar cómo las mujeres afrodescendientes interpretan su trayectoria de vida y su paso por EJA, exponiendo también, las implicaciones que surgen de estos en sus formas de organizar su vida y en el enfrentamiento de sus dificultades socioculturales, considerando factores género-raza-clase. En este artículo buscamos reflexionar sobre la memoria de dos mujeres afrodescendientes, egresadas de EJA, que participan en la investigación antes mencionada. La intención fue analizar, a partir de las historias de vida de cada una, las tácticas utilizadas por ellas para que pudieran lograr la emancipación social y así obtener el éxito educativo/profesional deseado por cada una de ellas, de manera única. Las discusiones se basaron en los siguientes autores: Arroyo (2014; 2017), Boakari (2010; 2015; 2019), Certeau (1994), Guimarães (2013), Martins (2013), entre otros. El análisis de datos y sus interpretaciones mostraron que hay lecciones en las trayectorias educativas, que nos muestran cómo estas mujeres utilizaron el derecho a la educación como una herramienta para superar algunas dificultades impuestas por la condición interseccional de ser una mujer afrodescendiente pobre en Brasil. Estas mujeres afrodescendientes, mediante tácticas subvirtieron la lógica social brasileña y ocuparon lugares que no eran comunes a ellas, ni a muchas otras con características similares y en condiciones similares.Palabras clave: Sujeto mujeres afrodescendientes de su Historia; EJA en ley y táctica; Éxito educativo y socioprofesional.

Regional Signal Recognition of Body Sounds

One of the most important signals in the field of biomedicine is audio signals. Sound signals obtained from the body give us information about the general condition of the body. However, the detection of different sounds when recording audio signals belonging to the body or listening to them by doctors makes it difficult to diagnose the disease from these signals. In addition to isolating these sounds from the external environment, it is also necessary to separate their sounds from different parts of the body during the analysis. Separation of heart, lung and abdominal sounds will facilitate digital analysis, in particular. In this study, a dataset was created from the lungs, heart and abdominal sounds. MFCC (Mel Frekans Cepstrum Coefficient) coefficient data were obtained. The obtained coefficients were trained in the CNN (Convolution Neural Network) model. The purpose of this study is to classify audio signals. With this classification, a control system can be created. In this way, erroneous recordings that may occur when recording physicians' body voices will be prevented. When looking at the results, the educational success is about 98% and the test success is about 85%.

Bringing life to leadership: The emergence of principal leadership practice for educational success in low socio-economic schools

<p>The persistent educational achievement gap and historically haphazard nature of progress for students in impoverished contexts in New Zealand primary schools is a deep-seated problem needing urgent attention. This multifaceted and interconnected problem has no distinct origin and no clear solution and is continuing to harm individual and collective futures. This thesis explores principal leadership practice and how it intersects with the low socio-economic context, to improve outcomes for vulnerable students. Using a case study approach, two principals and their schools are holistically described using a theoretical framework grounded in complexity theory. Both the approach and theory uniquely explores principal practice as an individual and collective phenomenon, as a living, evolving network of self-organisation where both parts and wholes are significant, and as practice grounded in context. The theory also offers a unique way to arrange and interpret findings. The study findings identified local notions of educational success as a way of understanding the trajectory of the ecosystem whole. The broad principal leadership patterns of practice included: building the network; integrating multiple perspectives; facilitating cohesion; and confronting and addressing injustices. These patterns evidenced a tight coupling between theory and practice. In the spirit of complexity theory, principal leadership practice is additionally explained as a sum greater than its parts. The capability of the network is described through concepts of stability and flow and shows, that no matter how competent the principal leader and their network, the contribution to education reform grapples to be transformational. Recommendations are made for principal leaders, professional development providers, as well as the Ministry of Education and policymakers that offer hope and contribute to disrupting the current trajectory, so transformational change is more likely. Areas of instability and important leverage points, include professional learning and development, community-school connections and resourcing.</p>

Bringing life to leadership: The emergence of principal leadership practice for educational success in low socio-economic schools

<p>The persistent educational achievement gap and historically haphazard nature of progress for students in impoverished contexts in New Zealand primary schools is a deep-seated problem needing urgent attention. This multifaceted and interconnected problem has no distinct origin and no clear solution and is continuing to harm individual and collective futures. This thesis explores principal leadership practice and how it intersects with the low socio-economic context, to improve outcomes for vulnerable students. Using a case study approach, two principals and their schools are holistically described using a theoretical framework grounded in complexity theory. Both the approach and theory uniquely explores principal practice as an individual and collective phenomenon, as a living, evolving network of self-organisation where both parts and wholes are significant, and as practice grounded in context. The theory also offers a unique way to arrange and interpret findings. The study findings identified local notions of educational success as a way of understanding the trajectory of the ecosystem whole. The broad principal leadership patterns of practice included: building the network; integrating multiple perspectives; facilitating cohesion; and confronting and addressing injustices. These patterns evidenced a tight coupling between theory and practice. In the spirit of complexity theory, principal leadership practice is additionally explained as a sum greater than its parts. The capability of the network is described through concepts of stability and flow and shows, that no matter how competent the principal leader and their network, the contribution to education reform grapples to be transformational. Recommendations are made for principal leaders, professional development providers, as well as the Ministry of Education and policymakers that offer hope and contribute to disrupting the current trajectory, so transformational change is more likely. Areas of instability and important leverage points, include professional learning and development, community-school connections and resourcing.</p>

Educational Pain Points for Pediatric Brain Tumor Survivors: Review of Risks and Remedies

Evolving treatment paradigms have led to increased survival rates for children diagnosed with a brain tumor, and this has increasingly shifted clinical and research focus to morbidity and quality of life among survivors. Among unfavorable outcomes, survivors of pediatric brain tumors are at risk for academic failure and low educational attainment, which may then contribute to lower health related quality of life, lower income and vocational status, and a greater likelihood of dependence on others in adulthood. Several specific risk factors for lower educational performance and attainment have been investigated. These are typically examined in isolation from one another which clouds understanding of the full range and potential interplay of contributors to educational difficulties. This review integrates and summarizes what is known about the direct and indirect barriers to educational success and performance (i.e., educational pain points) to enhance clinician knowledge of factors to consider when working with pediatric brain tumor survivors. Specific barriers to educational success include neurocognitive difficulties, school absences, psychosocial challenges, challenges to knowledge and communication, and physical and sensory difficulties. Finally, we discuss the current state of educational interventions and supports and offer recommendations for future research to improve educational outcomes for pediatric brain tumor survivors.