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This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science teachers working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was developed by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was developed. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as "Learning/Teaching Process", "Self-efficacy Resources", "Academic Self-efficacy" and "Planning Instruction" consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

In this article we share our learning experiences on the organizational design barriers we perceived to have encountered with scenario planning in higher education for program development. Our perceived barriers discussed include misalignment of culture and change intervention; constructing organizational reality and meaning making; knowledge creation and transfer of knowledge; and short term versus long term outcomes. Our retrospective analysis contributes to the understanding of the complexity of change in higher education and adds to the knowledge base on using scenario planning in a bureaucratic, hierarchical context. Our experiences are incongruent with implicit assumptions that scenario planning can be used in any context (Balarezo et al., 2017), and illustrate some important constraints to consider before using this type of forward-thinking intervention. We provide recommendations for using scenario planning and for transformational change in higher education. These changes have implications for more creative, future-oriented educational planning processes for improving higher education teaching and learning experiences.

Post-secondary institutions are required to complete a variety of quality assurance activities including external program review, a process of inviting external reviewers from outside the institution to provide constructive feedback on all aspects of an academic program. While external program reviews have been completed for decades, there has been little work to ensure that meaningful change occurs as a result. Assessment of outcomes at the department level are limited and research specifically considering external academic program review as a primary quality assurance activity is scant. Each of these limitations is even more significant when considered at the institutional level. From our experience, there is minimal consideration in research or practice to ensure that external review recommendations have an impact on educational planning at the institutional level. To help address this concern, in this paper we describe an approach involving secondary research and thematic document analysis that can be leveraged to enhance institutional decision-making processes by uncovering institutional themes evident across external reviews. We suggest that our approach may be helpful for other higher education institutions striving to make sense of program review recommendations from an institutional perspective.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

This research is the scenarios of educational administration of secondary schools in Thailand during the next decade (A.D. 2022-2031) by using EDFR research techniques, The research objectives were 1) To study the current conditions and problems of educational administration of secondary schools in Thailand 2) To study the scenarios of educational administration of secondary school in Thailand during the next decade (A.D. 2022-2031). The research results can be summarized as follows: I) The current state and problems of educational administration of the secondary school in Thailand overall practice is at a high level when considering each aspect, there are practices at a high level in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs 4) Human resources 5) Administrative work 6) Finance and supplies 7) Building and environment services and 8) Community work and affiliate networks. As for the educational administration problems in Thai secondary schools, the overall practice is at a low level, when considering each aspect, there is a low level of practice in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs, 4) Human resources, 5) Administrative work, 6) Finance and supplies, 7) Building and environment services, and 8) Community and affiliate networks. II) The scenarios of educational administration of the secondary school in Thailand during the next decade (A.D. 2022-2031) have 49 possible trends as follows: 1) Planning and Quality assurance 7 trends 2) Academic affairs 11 trends 3) Student affairs 8 trends 4) Human resources, 9 trends, 5) Administrative, 4 trends, 6) Finance and supplies, 5 trends, 7) Building and environment services, 3 trends, and 8) Community and affiliate network 2 trends.

This study examines the capacity of primary school teachers to design, organize, and evaluate experiential activities, utilizing a robust measurement framework grounded in the 2018 General Education Program. The evaluation encompasses 540 teachers, drawing on diverse sources, including questionnaires, regulatory documents, and input from educational stakeholders. The findings highlight commendable strengths in planning and organizing experiential activities, with 324 teachers demonstrating excellent or good capacity. However, critical gaps are evident, particularly in contextual analysis, testing tool design, and information processing, reflecting a need for targeted professional development. The measurement framework, calculated with a distance value of 0.8, employs a scale categorization that offers nuanced insights into the varying impact of experiential activities. The study underscores the significance of targeted professional development initiatives tailored to address identified gaps. Curriculum adaptations are recommended to leverage successful strategies, and informed decision-making is facilitated by evidence-based policies. The findings advocate for a culture of continuous improvement in educational practices. While the study provides valuable insights, limitations include contextual specificity, potential subjectivity in self-reported data, and the exclusion of student perspectives. A quantitative emphasis, reliance on a single methodology, and a sample size of 540 teachers may impact generalizability. This research informs educational stakeholders, policymakers, and practitioners about the current state of experiential education in primary schools. The study, within its limitations, contributes actionable insights to enhance the effectiveness of teacher training and curriculum design, fostering an environment conducive to experiential learning practices.

This study examined the relationship between effective educational planning and teaching staff performance among public secondary schools in Zamfara State, Nigeria. A research null hypothesis was established to guide the research work. The study adopted correlational survey design. The population of the study comprised 24 public secondary schools with 670 in-service teachers. From the population of the study, a total number of 12 public secondary schools and 225 in-service teachers were sampled to serve as participants in this study using simple random sampling technique. The sample size was determined using Krejcie and Morgan's (1971) table of determining sample size. Two (2) self-structured questionnaires entitle: "Effective Educational Planning Assessment Questionnaire (EEPAQ) and "Staff Performance Evaluation Questionnaire (SPEQ)" were constructed and utilized as instruments for data collection. The data analysis was computed using Descriptive Statistics and Inferential Statistics. The Pearson Moment Product Correlation Coefficient analysis results (r=0.514, P<0.05) revealed that there is a moderate but significant relationship between effective educational planning and school staff performance among public schools in Gusau Local Government Area, Zamfara State, Nigeria. Based on findings, the study recommends that in order to maintain the high level of the effectiveness of educational planning in Nigeria, the Federal, State, and Local, and Governments as well as other relevant international and local organizations should put hands on deck in employing more professional planners and deploy them to the ministries and agencies for effective planning of education.

The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research.

The focus of this research was to investigate how school administrators in Turkey managed the crises caused by the COVID-19 outbreak, which was a deadly threat for humanity worldwide. The research questions guiding this study are: (1) Did schools have a crisis plan? (2) If yes, how was the plan implemented in a crisis situation?; (3) What kind of changes were made in the plans?; (4) What should administrators do in such crisis situations?; and (5) What was done in the COVID-19 outbreak? The research was conducted as a qualitative case study which involved 105 school administrators. Due to the pandemic conditions that hindered direct face-to-face interviews and interactions, data collection was carried out online via a Google drive form with open-ended questions. The findings demonstrated that there were two main headings as the basis for the research problems. The first was the existence of crisis planning by school administrators; the other was the status of implementation of these plans. Finally, how school administrators handled crisis management was pointed out.

This study investigates how instructors consider resource cost and availability when compiling assignments in their course syllabi. It uses the academic planning model from Lattuca and Stark to frame the influences on instructional material selection. It employs a critical incident technique method, asking instructors to take into account one course syllabus when making assignments. Findings address differences across formats including books, chapters, articles, and video. Findings show differences between disciplines and concerning lack of familiarity with fair use. It concludes that increased consultation with library personnel regarding course books would help provide students with affordable materials in compliance with fair use.

The COVID-19 pandemic imposed urgent challenges for educational institutions. The sudden shift from on-site teaching to online distance learning offered the possibility to examine new settings of the studio, a core element of planning and architecture education. Although the pandemic is now over, online learning has secured a fixed place in university education, and consequently, educational institutions need to reconsider studio education based on the lessons learned during the pandemic. Through studying four studios taught at Aalto University, Finland, in 2020 and 2021, this article examines student-teacher experiences, and proposes opportunities for evolving studio education. The findings show that distance learning has in general sustained the objectives of studio education. However, challenges remain especially regarding the social aspects of learning. The degree of success of online teaching varied greatly depending on the tasks and the orientation of the studio (design or strategy). Technological aids and devices also had an influence on fulfilling the pedagogical objectives of learning. Professional socialization was highly affected by the online environment both in design and planning studios and the architectural representation witnessed difficulties specifically in design studios. To evolve the studio setting, the article suggests a mixed modality model supporting the social dimension of studio teaching by combining on-site and online learning activities to enrich the learning process. Such a model can harmonize the intended learning objectives and activities with the teaching methods and modality, thus improving the social dimension of studio teaching.

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.

In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding from a policy change that 4 years ago introduced teaching to the Swedish preschool curriculum, the overarching question of what teaching is and could be to follows through the text. The preschool teaching assemblages are visited through three territories in which different continuums of (un)teaching unfold when staying with the emerging messiness. The movements of de-territorialisation open for divergent thinking, questioning traditions and assumptions of how to conduct teaching in preschool practice, in entanglement with both local and global movements.

Literacy coaching has shown positive effects on teachers' instruction and on students' literacy growth, but research has demonstrated wide variation in literacy coaches' practice. However, previous research has not addressed the sensemaking processes that might underlie variation in coaching practice. Using interviews with seven literacy coaches, we explored coaches' mental models for coaching, their preferred coaching strategies (e.g., modeling, co-teaching, co-planning, observation, and feedback), and the teacher-level factors coaches considered when differentiating coaching practice. Specifically, we examined whether coaches adjust their practice according to teachers' levels of knowledge and self-efficacy for teaching literacy. We found that preexisting beliefs played a powerful role in coaches' selection of strategies. We also found that coaches differentiated based on teacher characteristics, although not necessarily knowledge and self-efficacy. These findings suggest the importance of honoring coach expertise, as well as the importance of addressing preexisting beliefs about coaching in coach training.

Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault's perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that 'neoliberalism is dead' and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.

e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

The inquiry-based strategy in science education is widely recommended and incorporated in practical work. However, contextual and intrinsic teaching challenges associated with practical investigations (inquiry-based practical work), occur in resource-constrained physical sciences classrooms in South Africa. The intrinsic challenges have previously been identified from the perspective of the pedagogical content knowledge framework and the concerns-based adoption model. In this article we present a novel approach, investigating the intrinsic challenges from a viewpoint of instructional design. The multi-method technique was used to collect data which was analysed by combining the deductive and the inductive approaches in thematic analysis. The findings consist of intrinsic teaching challenges in the initiation, planning, and implementation phases of practical investigations. Examples of the challenges include practical work being considered to have a confirmatory role, inadequacies linked to addressing learner safety, and unfamiliarity with well-known instructional models. While new challenges were identified, the findings add a new perspective to intrinsic challenges relating to practical investigations in the context of physical sciences education in South Africa. Also, the findings enhance global knowledge about the complexity of intrinsic teaching challenges linked to practical investigations. In addition, the findings inform teacher support while suggesting lines of future research linked to practical investigations in resource-constrained physical sciences classrooms in South Africa and beyond.

Despite recognition of the value of music in education, the policies of governments have not always been reflected in the provision for music teaching in schools. This article represents a retrospective analysis and review of government policy in relation to the provision of music teachers and teacher training in Australia, with a focus on the government school system in the State of Victoria. This analysis takes account of changing social influences and particularly economic circumstances, and identifies the lessons to be derived from past policies and practices that need to be considered in future policy formation. Music was introduced to school education in Victoria during the 1850s. Over the following decades of the nineteenth and twentieth centuries, there were several oscillations in government policy that have failed to adequately address adequate provision for music in schools. Drawing on findings from government reports and commissions of inquiry over a period of 170 years, the evolution of music education policy is documented. The value of an historical perspective on issues such as educational policy enables us to gain an understanding of past deficiencies so that we can become more informed and impartial as decision-makers and therefore avoid making the same errors in the future.

This research examines the dual credit and early college program options for school districts planning high school and college collaborations. It utilizes a quasi-experimental design from existing data at a community college that has a well-established dual credit and early college program that offers the students the option of Pell in high school as part of a USDOE program. The study uses logistic regression and covariate analysis of students in an early college program comparing their college GPA, cumulative credits, ACT scores, and bachelor's degree attainment to dual credit students as well as traditional postsecondary students from three comprehensive high schools that matriculated to the college after high school. The results indicated that early college students had significantly higher GPAs and more of them earned the bachelor's degree as compared to dual credit, and traditional postsecondary students.

This study aims to determine the effectiveness of the Delphi Technique as an educational planning tool. The authors investigated the perceptions of sixty-two pre-service school administrators who would most likely use the Delphi Technique for educational planning purposes. They were invited to participate in an actual Delphi Technique implementation process before they were asked to provide their responses to the research survey questions. Data collected in the study were carefully examined by coding category and identification of major themes to answer the research questions. The findings of the study have indicated the major strengths and weaknesses of the Delphi Technique. Most research participants agreed that Delphi Technique effectively sought consensus among diverse experts. The limitation of the technique was identified to be tedious and time-consuming. The research participants also recommended to improve Delphi Technique by allowing longer lapse of time between rounds of survey. However, they clarified that Delphi Technique did not fit all educational planning situations. The technique works best in planning situations of seeking for prioritization of possible options.

Curriculum development is imperative for the overall success of the educational system more so in sustainable development efforts. In the Philippines, the institutionalization of the Madrasah Education Program in public schools provides an opportunity to ensure access to quality and relevant education among Muslim-Filipino learners. The Refined Elementary Madrasah Curriculum serves as the foundation for creating instructional decisions to actualize educational outcomes. However, since the program's inception in 2004, there are various concerns, especially in terms of the elements of the curriculum. There is a dearth of professional literature on the curriculum development practices of Madrasah Education in the Philippines, especially in the planning phase. Thus, the study sought to discuss and explore the naturalistic model as an alternative to planning the Refined Elementary Madrasah Curriculum. This study employed a literature review and used a theoretical synthesis. The analysis revealed that there is a need to democratize curriculum planning initiatives. Furthermore, the implications of the naturalistic model in terms of the platform as anchored to 'Education in Islamic Perspective' as the point of inception in the planning process is unprecedented. The concept of democratization has highlighted the narratives of relevant stakeholders as part of the deliberation to form a holistic consensus. In curriculum design, decision points must be achieved to include deliberate plans for implementation and evaluation. In conclusion, the challenge to ensuring sustainable development in Madrasah Education Program is how to formulate genuine consensus from various stakeholders and create decision points that are relevant to the Philippine context. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

A growing number of school districts are engaging in systems-level, equity-based reform to redress persistent disparities, and many are hiring Equity Directors to lead the way. This qualitative study explores the role of Equity Directors, asking, "What are the leadership practices of Equity Directors?" and "What are the purposes behind those practices?" We interviewed six district-level equity directors across one southeastern state within the United States. Using a grounded theory approach, we analyzed interviews and documents to construct an emerging framework outlining the work of district-level equity leaders. Our framework connects eight educational leadership practices (within four categories) to six, primary purposes.