Improving the accessibility to public schools in urban areas of developing countries through a location model and an analytical framework

The location of primary public schools in urban areas of developing countries is the focus of this study. In such areas, new schools and modification of the current schools are required, and this process should be developed using rational and broad supporting tools for decision makers, such as optimization models. We propose a realistic coverage location model and a framework to analyze the location of schools. Our approach considers the existing schools and their resizing, the best locations of the new schools that may have different capacities, population coverage, walking distances and budget provisions for building and updating schools. As a case study, we assess the current primary school network in Ciudad Benito Juarez to provide managerial insights. Through the proposed framework, we analyze the current locations of schools and decisions to be made by considering future scenarios in different time periods. The proposed model is quite flexible and easy to adapt to new considerations, allowing it to be applied to regions in developing countries under similar conditions.

A református elemi iskolák helyzete a Komáromi Református Egyházmegyében, az 1920–30-as években

The situation of the Reformed elementary schools in the Reformed Diocese of Komárom in the 1920s–1930s. The present study provides an insight into the history of the Reformed church schools of the Reformed Diocese of Komárom in the territory of Czechoslovakia between the two world wars. Following geopolitical changes after 1920, the church school network had to be reorganized, which posed completely new challenges to the minority Reformed Church. Subsequent to presentation of the major school laws, the development of the diocesan school network is discussed. After the reorganization, teachers had to face a lot of grievances from state officials, which had a direct and indirect impact on both teachers and the educational policy of the Reformed Church. After outlining the problems of textbooks for use in schools, the diocesan schooling of the two decades under review is summarized. Keywords: Reformed Church, schools, school network, teacher, textbook

Education in Spain under the Franco Regime, 1936–1975

Education under the Franco regime was divided into two clearly differentiated periods. The first 2 decades of the regime (1936–1959) were characterized by a policy inspired by a radical rejection of the modernization program designed by liberal Spain and especially of the progressive and secular policy of the Second Republic. The principles that formed the backbone of this first stage were a forced re-Christianization of education, a renewed role for ideologization and deprofessionalization of teachers, a contraction of the school network, and an emphasis on privatization. During this period, education was subordinated to the Catholic Church, with the state assuming a subsidiary position that allowed for an outstanding expansion of religious schools. At the beginning of the 1960s, there was a Copernican turn in the regime’s educational policy as a result of the directives of international organizations that sought economic development. The state abandoned its subsidiarity, and throughout the 1960s promoted an exponential growth of the country’s rickety education system. This new policy culminated in a general reform of the education system, the General Education Act of 1970, which put an end to the dual system inherited from the 19th century, and introduced comprehensive education in Spain.

Creating Commons: Reflections on Creating Natural Resource Management Regimes in South Sulawesi, Indonesia

Thirteen years ago, PAYOPAYO Peasant School Network, an Indonesian community organizing network based in Sulawesi, facilitated Participatory Action Research (PAR) that eventually culminated in a creation of a common resource management regime around an irrigation system for agricultural use in Tompobulu, a village within a national park in upland South Sulawesi. This note from the field presents a reflection on collective action experiences of a community in building the commons in 2008 to 2009, and revisits the extent to which the commons has been managed, how management regimes changed over time, and how it survives as a commons today. The initial factors allowing for establishment of the commons, understood here as a social practice toward common goals, were a shared need for water (local needs & conditions), and the success to make use of the irrigation commons as a means to initiate other collective actions. Drawing from concerted engagement and analysis conducted in 2021, this note revisits the key factors and highlights different ways the commons continues to persist, namely due to the distinct benefits felt by participants, the existence of institutions that regulate the use and maintenance of the commons, the existence of a monitoring system among members, participation of members in formulating and modifying the rules, and the recognition of National Park authorities on the commons and its rules.

The μNet project: A status report

μNet aims at the deployment and long-term operation of an extensive school network of educational Cosmic Ray telescopes in the geographical area of Peloponnese. In the framework of μNet, an extended educational program will take place, encompassing educational activities for the construction, testing and operation of μCosmics (microCosmics) detectors, as well as for the remote operation of cosmic ray detection stations and astroparticle physics experimental devices deployed at the Hellenic Open University (HOU) campus. A pilot run of the μNet project started in 2020 aiming at the deployment and operation of a small school network in the prefecture of Achaea. In this work we present the progress of the program to date and the feedback we have received so far from the students and the teachers participating in it.

Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives

This study explores how a Canada–China Sister School Network provides school-based professional learning opportunities for in-service teachers to grow their knowledge and capacity to educate for global competence and citizenship (GCC). In particular, it presents the story of a Canadian teacher and a Chinese teacher who had found ways of educating for GCC through carrying out intercultural and international reciprocal learning in a researcher-supported inter-school reciprocal learning partnership. By inquiring into the Canadian and Chinese teachers’ growth narratives, this study highlights four lessons teachers, educators/researchers, and policy makers may learn from the two teachers. It concludes by highlighting the potential of a relationship-oriented, open-ended, and non-hierarchical international school network in supporting teachers to become more globally competent, foregrounding reciprocal learning and collaboration among school practitioners and researchers.

Two sides of the same coin: Exploring how the bright and dark sides of team cohesion can influence sport team performance

The purpose of this study was to analyze the potential positive and negative effects of team cohesion on team performance in a sport organization. Unbalanced panel data of 10 teams for the past 22 years (1997 season through the 2017–2018 season) from the Korean Basketball League were collected. A social network analysis approach was employed to measure network density as a proxy variable to measure team cohesion. The panel analysis results indicated team cohesion was shown to have a positive influence on team performance in the linear model as well as a negative influence on team performance in the quadratic model. The interaction effect of manager-player density did not influence team performance. In this study, the pattern of the relationship between team cohesion and performance was an inverted U-shape. Summarily, the density of a player’s school network could negatively influence team performance when it exceeds an optimal density level.

Choosing cyber during COVID

Substantial research has already examined how the COVID-19 pandemic has affected in-person schooling, but no prior work has explored its effects on cyber schools. Here, Robert Maranto, Dennis Beck, Tom Clark, Bich Tran, and Feng Liu compare the students entering a large national cyber charter school network in spring 2020, during the pandemic, with students entering in 2019 and 2018, before the pandemic. They find that the COVID cohort resembled prior groups demographically but reported greater success at their prior in-person schools and exhibited greater measured success in cyber schools.

ORIENTATION OF PHYSICAL CULTURE AND SPORTS WORK WITH STUDENTS WITH DEVIANT BEHAVIOR IN THE CONTEXT OF NETWORK INTERACTION BETWEEN THE UNIVERSITY AND THE SCHOOL

В статье исследованы возможности сетевого взаимодействия образовательных организаций высшего и общего образования в психолого-педагогической коррекции поведения учащихся с различными формами проявления социальной девиации на основе социально-ориентированного проекта физкультурно-спортивной деятельности, реализуемого студентами педагогического вуза под руководством педагогов-методистов. Педагогическое исследование было организовано на базе педагогического вуза и базовых школ педагогических практик студентов факультета физической культуры и спорта. Результаты исследования свидетельствуют о том, что сетевая форма позволяет интегрировать материально-технические, интеллектуальные, воспитательные ресурсы вуза и школы и обеспечивает большую эффективность превентологической работы с девиантными учащимися. Авторами отмечено, что проблема коррекции поведения девиантных подростков является комплексной, в решении которой должны взаимодействовать социальные педагоги, психологи, классные руководители, специалисты физической культуры и спорта, муниципальных органов управления образованием и учреждений внутренних дел. Определены условия эффективности дальнейшей реализации сетевого взаимодействия «вуз - школа» в коррекции поведения девиантных учащихся средствами физкультурно-спортивной деятельности. Результаты исследования представляют профессиональный интерес для учителей физической культуры, социальных педагогов, психологов. The article examines the potential of network interaction of educational organizations of higher and general education in the psychological and pedagogical correction of students’ behavior with various forms of social deviation on the basis of a socially-oriented project of physical culture and sports activities implemented by students of a pedagogical university under the guidance of methodologists. The pedagogical research was held on the basis of the pedagogical university and the basic schools of pedagogical practices of students of the Faculty of Physical Culture and Sports. The results of the study indicate that the network form allows integrating the material, technical, intellectual, and educational resources of the university and school and provides greater efficiency of preventive and correctional work with students with deviant behavior. The authors note that the problem of correcting the deviant behavior in adolescents is a complex one, in solving which social educators, psychologists, class teachers, specialists in physical culture and sports, municipal education authorities and internal affairs institutions should cooperate. The conditions for the effectiveness of further implementation of the “university-school” network interaction in correcting the behavior of deviant students by means of physical culture and sports activities are determined. The results of the study are of professional interest for physical education teachers, social educators, and psychologists.

The Principal Strategy for Improving the Quality of Learning at an Integrated Islamic Elementary School

This study aims to gather information about the principal's strategy and program for enhancing the quality of learning at SD IT Nurul Ishlah Banda Aceh. The researchers employed a descriptive method in conjunction with a qualitative analysis approach to address the study's difficulties and objectives. It relates to the consideration of data described in the context of the research site's reality. Interview guidelines and observation sheets were utilized as instruments. The Miles and Huberman model was used to analyze the data. The findings indicate that the principal's strategy for improving the quality of learning is based on planning, specifically on developing school programmes that adhere to eight educational standards and three quality standards established by the Integrated Islamic School Network (JSIT). It also needs to build the capacity of teachers and staff to improve the quality of learning, conduct coaching and self-development activities for students, and create an atmosphere of learning based on Ukhuwah Islamiah/family ties in Islam.