A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas

Salinas-Vasquez, Laura; Varela, Daniella G.; Martínez, M.; Jones, Don

doi:10.46303/repam.2020.2

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…Religious worship is a key element of religious life and an individual's struggle (Karimia & Basu, 2018). Furthermore, when worship is performed in congregations and comes with other obligations, it encourages cooperation in stabilizing emotions, thus contributing to personal wellbeing (Deb, 2018;Salinas-Vasquez et. al., 2020).…”

Section: Adherence To Worship Leads To Discipline At Schoolmentioning

confidence: 99%

Learning Worship as a Way to Improve Students’ Discipline, Motivation, and Achievement at School

Hidayah¹,

Mu‘awanah

Zamhari

et al. 2021

J Ethn Cult Stud

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A discipline of worship and seems to be associated with the fact that students who apply discipline in worship should demonstrate more autonomy in school. This research used a case study design with a qualitative approach to data analysis. Participants in this study included four sixth-grade students, two teachers, and one principal from Tulungagung, East Java, Indonesia. The data for this study were gathered through direct observation and an in-depth interview. Direct observation was used to immerse students in how they perform their worship and Islamic beliefs at home and at school in order for them to be aware of their faith, worship, and application in their daily lives, and thus disciplines at schools, motivation to learn, and efforts to increase academic attainments are identified. Throughout the study, in-depth interviews with teachers, principals, and parents were conducted three times, and all were registered verbatim. To describe both numeric data and themes, data was analyzed using content analysis. The findings indicate that worships contribute significantly to internal and practical discipline efforts and behaviors. Students' future and proper insight into education opportunities and their future of existence are threatened by their knowledge of worship. Psychologically, students do well in terms of motivation and academic achievement. After receiving teaching worship, self-confidence, trust, spirit, belief, and self-efficacy all improve.

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Section: Adherence To Worship Leads To Discipline At Schoolmentioning

confidence: 99%

Learning Worship as a Way to Improve Students’ Discipline, Motivation, and Achievement at School

Hidayah¹,

Mu‘awanah

Zamhari

et al. 2021

J Ethn Cult Stud

View full text Add to dashboard Cite

show abstract

“…Progressed learners require additional academic support to bridge content gap. The No Child Left Behind Act of 2001 in United State of America is an example of the need for support, especially because this act held stakeholders accountable towards learners' achievement (DeLeon et al, 2022;Murnane & Papay, 2010;Salinas-Vasquez et al 2020). From a social justice perspective, support is evident in the Cross River state of Nigeria where social promotion is recommended to replace merit-oriented examinations to produce a process to facilitate achievements for all (Ewa, 2023).…”

Section: Literature Review Curriculum Support Plan For Learner Progre...mentioning

confidence: 99%

Pedagogical Implications on Curriculum Support for Learner Progression

Mogale

2023

JCSR

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Part of enabling progressed learners’ successes is provision of adequate curriculum support to bridge content gap. Learner progression was introduced as an intervention for retention and to minimise school dropout. Dynamics around education policy implementation gaps seems to be obstacle between progression policy promises and outcomes. This is visible through the national grade 12 results which continue to decline amid learner progression. Within debates of progression policy derailing quality education, Covid19 disruptions unleashed inequalities in the education sector. For instance, learning losses and in turn pedagogical implications for progressed learners’ extended learning opportunities. This paper reports on curriculum support provided to progressed learners reflecting on Covid19 disruptions using Bandura’ Social Learning Theoretical lens. The study adopted a qualitative research approach placed within interpretivism paradigm and employed exploratory case study design. Six teachers were purposively selected from three secondary school in one district of the Limpopo Province, South Africa. Thus, two grade twelve teachers per school whose subjects were directly affected by progression policy because the study focuses on progression from grade eleven to twelve. Data were collected through document analysis and interviews. Thematic analysis was used for data analysis. Findings revealed limitations to reach out to progressed learners’ due catch-up plans because of lockdown and rotational models. This study concluded on a fair compliance on policy stipulations yet limited specific intervention strategies. The unique contribution of this study is the reflection on three implementation gaps which had implications for progression policy outcomes.

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“…The success of the public education system in Texas is heavily measured by performance on the State of Texas Assessment of Academic Readiness (STAAR) (Salinas-Vasquez et al, 2020). This quantitative quasi-experimental study sought to determine if differences exist between the academic performance on the fifth-grade reading and mathematics State of Texas Assessments of Academic Readiness (STAAR) assessment at traditional calendar schools, and the academic performance of fifth grade reading and mathematics STAAR performance at year-round calendar schools.…”

Section: Introductionmentioning

confidence: 99%

Impact of School Calendar on Academic Performance: A Comparative Study of the Year-Round and Traditional Calendars

DeLeon

Varela

Jones

2022

REPAM

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Educational provisions enacted at the national level impact states by requiring a priority on improving the academic performance of students. Leaders in educational settings strive to implement changes that will aid in closing achievement gaps and increase academic achievement. The goal of this quantitative study was to determine if differences exist on fifth grade students’ performance on reading and mathematics assessments between schools on full-year calendars and schools on traditional 9-month calendars for years 2016-2017, 2017-2018, and 2018-2019. Although statistically significant differences were not found, results inform decision-making pertinent to time allocated for student learning. Results can be considered by district and campus administrators to support and encourage initiatives which focus on designated instructional time to target students’ academic needs.

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A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas

Cited by 4 publications

References 8 publications

Learning Worship as a Way to Improve Students’ Discipline, Motivation, and Achievement at School

Learning Worship as a Way to Improve Students’ Discipline, Motivation, and Achievement at School

Pedagogical Implications on Curriculum Support for Learner Progression

Impact of School Calendar on Academic Performance: A Comparative Study of the Year-Round and Traditional Calendars

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