Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students’ personality as well as development of their communication skills and competencies; whilst they enable the teachers to expand their educational influence. Modern school can’t be imagined without innovations or modifications to the entire communicational discourse, since its perspective is to be a progressive model whereat main communicational types of behavior are learnt and formed. The research was carried out at primary and secondary schools in the area of Bosnia and Herzegovina (Mostar region) and it included 590 students and 315 teachers. With this empirical research we have tested the presence of a democratic, voluntary, partnership and pedagogic-stimulating communication within the process of putting the extracurricular activities into realization. The goal of our research was to determine whether there is a statistically significant difference between evaluations made by students and those made by teachers of primary and secondary schools that a democratic, voluntary, partnership and pedagogic stimulating communication is mostly dominant in the process of putting extracurricular activities into realization. The results we have collected have shown the difference between students’ and teachers’ perception of dominant communication in realization of extracurricular activities.

The purpose of this study was to compare and associate BrainDance activity to a control group on reading scores as well as social, learning, and negative behavior. A total of 40 students in two classrooms participated in this study. A Likert scale and words per minute   reading scores followed by quantitative analysis using a t-test to document and assess students’ behaviors and reading scores. The findings indicated no significant difference in reading fluency, but the BrainDance group improved in four specific areas—focus, use of sense, multiple senses, and restlessness. There were positive correlations of social and learning behaviors, but negative correlations for learning and negative behaviors in addition to social and negative behaviors.

Spiritual growth and development is frequently cited as an outcome of participation in service-learning projects.  However, little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field.  Notably missing from this particularly limited area of study is the Christian values convergence of being able to understand the worth of all people and a desire to be engaged in serving the community. Encompassing both quantitative and qualitative research methods, this study investigates undergraduate business students’ perceptions of the impact of a semester-long urban service-learning project on their spiritual lives and faith formation.  Specific attention is given to exploring the students' perception of faith as demarcated by the Christian praxis of the students' relationship with God and with others.

By using multi-level modeling, this study explores the impact of students’ perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student’s perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students’ SES and attending public school in urban areas were found to be significantly related to students’ math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

The aim of this study is to identify parental involvement types and determine what type of parental involvement the parents of middle school children prefer. Moreover, it is aimed to examine the parental involvement types with regard to the parents' gender, their educational background and the socio-economic status of the school. The population of the study comprises the parents of the six grade students study in  29 middle schools during 2018-2019 academic year in Denizli province in Turkey. The sample of the study consists of 243 volunteer parents in three different schools with low, medium and high socio-economic level based on their residential area according to the information obtained from the National Education Directorate. According to the data obtained from the scale, it was seen that parents were more likely to use parenting, learning at home and decision-making as parent involvement types; on the other hand they used 'collaborating with community' the least. Parental involvement types did not differ significantly according to gender. Whether parents are female or male did not affect the types of participation. This may be related to parents' trust in school. It may be stated that the school, which had a higher social status, met the expectations of parents and did not require active participation. Parental involvement types varied significantly depending on the parents' educational background.

Universities are more than institutions only conducting research and educating students in today’s world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the “third mission,” one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world’s leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey’s future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

This study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol in ascertaining why two notable educational initiatives spearheaded and financially supported by the Bill and Melinda Gates Foundation achieved or not the goal of improved academic outcomes for K-12 public school students. Our interest was not whether there is a sufficient body of high quality research evidence to support the two initiatives but whether the research considered by the Gates Foundation established the likelihood that the initiatives would be successful and worth the decision to dedicate substantial funding, time, and effort required for each versus the many competing programs seeking sponsorship. We found that in the case of Intensive Partnerships for Effective Teaching, efficacy and effectiveness research were absent and the Gates foundation discontinued grant support because the initiative had not achieved the goal of improved high school graduation and college attendance among low-income minority students. In the case of Early College High School, we found empirical evidence was manifest at all but the effectiveness stage of the pipeline and the initiative continued to receive funding. Our findings support the importance of widening the net of methodologies that constitute a framework for elements needed to make predictions of effectiveness for any given intervention before investing in scale-up initiatives and the need for private foundations to be transparent in their decision-making process to enable others to scrutinize the research that informs the design of initiatives.

This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area.  The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher’s feedback based on SOF, the group is considered “Good” in the design process. According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.

This study aims to determine the opinions of high school principals on their cultural intelligence levels, to determine the activities of these principals to increase their cultural intelligence levels, the advantages of their having a high level of cultural intelligence, the factors that prevent them from increasing their cultural intelligence levels, and their suggestions to increase their cultural intelligence levels. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research consisted of 40 school principals working in Mersin central districts in the 2020-2021 academic years. According to the study results; most of the participants stated that they had a high level of cultural intelligence while some participants stated that they had a low level of cultural intelligence. Regarding the activities to increase their level of cultural intelligence, principals stated that they did activities such as increasing their knowledge, going abroad, and developing social relations. The principals expressed three different opinions on the advantages of having a high level of cultural intelligence: organizational advantages, professional advantages, and individual advantages. It was determined that factors preventing principals from increasing their cultural intelligence levels were factors unrelated to principal and factors related to principal. The principals expressed two different opinions on what could be done to increase their cultural intelligence levels: The things to be done by the superiors and the things to be done the principal.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

The purposes of this research are (a) to make an instrument to measure the achievement of project-based digitalpreneurship learning in students; (b) to describe the quality of the project-based digitalpreneurship learning achievement assessment instrument for vocational high school students; (c) to measure the competence and skills. This study employed to research and development as its methodology, using a combination procedure between Oriondo and Antonio and, Mardapi. The development procedure includes three stages: instrument design, instrument testing, and measurement. A total of 795 students who participated in the study at 5 vocational high schools in Yogyakarta's special region served as responders. Data analysis in this development uses the content validity of the formula Aiken V Index, confirmatory factor analysis establishes the construct's validity, and construct reliability. Measurement instrument development. Research findings that (a) the instrument is ready to be used in the measurement; (b) the quality of the project-based digitalpreneruship learning achievement assessment instrument for vocational high school students is well tested. This is evidenced by the validity test which has a high score >.8; The proof of construct validity in this study using CFA > .5; GOF chi-square value with a critical value of df = 289, X2 = 323, p-value with a critical value of .079, RMSEA with a critical value of RMSEA .019 (≤ .08), SMRM with a critical value of SRMR 0.030 (≤ .05), CFI with a critical value of CFI .990 (> .97), and an NFI with a critical value of NFI .989 ( > .90); (c) the measurement results are identified in the process that needs to be improved again regarding the digitalpreneurship skills of vocational high school students.

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

Increasing the number of entrepreneurs is not just a school task, it requires joint work between educational institutions and the community. Using structural equation modeling, this research aims to investigate the role of community in promoting entrepreneurial careers for students, by adding achievement motivation, entrepreneurial attitudes, and entrepreneurial intentions as predictor variables. The population of this research was high school students in urban areas, and the sample was taken based on convenience sampling, with a total of 300 students participating. Data were analyzed using EFA, CFA, and structural model evaluation using SPSS 24.0 and AMOS 24.0. The research results show that all hypotheses are accepted, meaning that community support influences students' entrepreneurial career choices, as do other predictor variables. This study can provide guidance for developing educational strategies and policies that support the development of young entrepreneurs in the future, through predictor variables.

The transition to adulthood involves not only the acquisition of professional skills but also the development of social and emotional competencies that enable individuals to fully integrate into society. The educational program "We all are campus" of the University of Murcia focuses on preparing young people with intellectual disabilities for the ultimate goal of employment. In this study, 30 family members or guardians of people with intellectual disabilities (PcDI) participated and were consulted about their perceptions of this educational program. The research was conducted using a mixed qualitative methodology, adopting a case study approach. The main results indicate that the training received by the students improves aspects such as their interpersonal relationships and development. In addition, it is relevant to highlight that the family members emphasize an increase in maturity and the knowledge of the people with intellectual disabilities who attended the program "We all are campus". It is concluded that there are several aspects that are relevant to the families, among them, the optimism and support that their relatives need in the face of the uncertainty of their future.

Since the 1990s, there has been a global trend in the search for quality in school systems that have materialized in the educational policies of the most developed countries. This article analyzes the treatment given to the concept of quality in the educational reforms approved in the last fifty years in Spain. The objectives of this study were: (a) to analyze the presence and recurrence of the term ‘quality’ in each of the laws and (b) to identify the factors associated with quality in these laws. To respond to these objectives, a bibliographic study was carried out using a content analysis approach to the texts of the different laws, as well as a review of the existing literature on the subject in question. It was, therefore, an eminently qualitative research approach. Among the findings found, it is worth highlighting the high presence of the term ‘quality’ in the legislative texts analyzed since the beginning of the new millennium, as well as a continuity in the educational reforms of evaluation policies of the educational system in coherence with the demands produced by supranational organizations at a global level.

The global COVID-19 pandemic has changed human lives in myriad ways and one of its impacts has been the significant transition to distance learning that has occurred at all levels of education around the world. In this emerging system, teachers and parents have proved ill-equipped for the sudden changes involved, and a number of critical difficulties and issues pertaining to increased parental involvement have been exposed. Parents have been called upon to engage more effectively with the education of their children and to support them in various types and levels of distance learning. Parents have always formed a critical link between children and schools; however, alongside teachers, they have recently been required to assume new and unfamiliar roles and responsibilities, working together within an online educational environment. This study investigates the extent to which the transition to distance learning has affected the partnership between schools and families of students with disabilities. A qualitative research approach has been adopted, using semi-structured interviews with special education teachers. The findings are predominantly positive, with teachers believing that distance learning creates opportunities for developing stronger connections between schools and families, enabling more personalised communication, greater capacity and confidence within families, as well as opportunities for enhancing connections with the wider community.