Implementing internal quality assurance activities is an indispensable condition to form a quality culture in higher education institutions in Vietnam which contributing to a fundamental and comprehensive renovation of Vietnamese higher education. The purpose of this research was to assess the correlation of internal quality assurance on the formation of quality culture through the types of higher education institution in Vietnam. A group of 222 teachers from 8 higher education institutions (4 public higher education institutions and 4 private higher education institutions) in Ho Chi Minh city participated in the survey. The questionnaire included three groups which are internal quality assurance activities, awareness of individuals, and organizational culture. The results showed that the correlation between internal quality assurance and the formation of quality culture is difference between two types of higher education institutions, in which with autonomy in higher education institution administration, the level of application of guaranteed the internal quality assurance activities is associated with quality culture developing in private higher education institutions higher than public higher education institutions.

Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these teachers make use of ICT (Information and Communication Technologies) and the frequency with which they use them, as well as to explore the sociodemographic and professional factors related to the different uses. 477 preschool teachers from Spain took part in a survey. The questionnaire, validated by experts, covered the use of ICT as a teaching-learning tool. Three different analyses were carried out, a principal component analysis and a descriptive analysis to determine the type and intensity of use and a multivariate analysis of variance to explore their relationships with sociodemographic and professional variables. The findings defined eight distinct uses of ICT, which seemed to be related to different factors. Teachers did not employ these technologies openly and consistently in their classrooms, but instead used them for occasional tasks that were administrative and bureaucratic in nature. They manifest a limited ICT use for assessment of pupil and for communication and exchange of ideas, information and materials. Instead, ICT were widely used to prepare classroom work (planning, classroom posters…) and as classroom support as a learning tool (routines, games, to record audios…). Among the studied variables, the more significant were teaching experience and type of centre. We discuss the need to advocate for continuous and comprehensive training on the educational potential of these digital resources.

Summative assessment of students' writing predicts not only the extent to which the course learning objectives have been achieved but also reveals the relevance of the assessment design with the construct of writing being assessed. Any dichotomy between the assessment criteria and the construct of writing or between the assessment criteria and test scoring procedures can produce unreliable and invalid interpretations of the students' writing proficiency. Assuming cohesion as a measure of writing quality, the present study chose samples of academic writing which did not specify cohesion as a descriptor in the assessment scale. A cohesion index was, therefore, developed to investigate how cohesive devices created texture in the sample texts and correlated with the test scores. Descriptive statistics and non-parametric correlation analysis revealed that cohesive devices were positively associated with appropriate use to create texture; however, they only weakly correlated with the test scores. The findings imply that there is the need for developing assessment criteria which consistently measures the text-forming resources to reliably ascertain the writing proficiency of the students. The study recommends a research initiative based on an analytical assessment criteria to ensure a more accurate analysis of the role of cohesion in text-formation and writing quality.

This study aims to examine and describe the effect of the community of inquiry (CoI) learning model and learning styles on students' social skills. The sample used was a student of the faculty of education IAIM Bima Indonesian totaling 114 people, consisting of two experimental groups with 56 students and two control groups were 58 students. The community of inquiry (CoI) learning model was applied in the experimental group whereas the control group applied a cooperative learning model (comparison). This research is a quasi-experiment in which the analysis of prerequisites is applied; normality used the normality QQ plot and homogeneity of variance test used Levene’s test. Research data were analyzed by applying the Analysis of Variance (ANOVA). The results of show that there are significant differences in the social skills of students who use the community of inquiry (CoI) learning model with cooperative learning model, there are differences in social skills of students in terms of the dimensions of learning styles of visual, auditory and kinesthetic, there is also an interaction between community of inquiry (CoI) learning model and learning styles on students' social skills.

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants’ performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 61.34 percent of total variance. Item total-correlations ranged from .488 to .778, and factor loadings from .590 to .790. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an Assessment for Learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten mathematical literacy items developed had the V Aiken coefficient index calculated from 0.781 to 0.906 (> 0.75). The results of adequacy testing of samples with KMO and Bartlett show Chi-Square in the Bartlett test of 608,608, the p-value <0.05 and KMO value of 0.781 (> 0.5). The results of testing of the measurement model with Confirmatory Factor Analysis (CFA) produce a Root Mean Square Error of Approach (RMSEA) value of 0.049 (≤ 0.08), chi-s Square of 33.92 (<2df), the p-value of 0.05004 (≥ 0.05). Nine out of the ten items developed had t-value> 1.96, Standardized Loading Factor (SLF) was greater than the critical limit (> 0.3), and Construct Reliability (CR) of 0.78 (> 0.7). It can be concluded that the developed mathematical literacy instrument can measure what must be measured and nine items significantly reflect the construct or latent variable, as well as the level of consistency of a good score.

In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.

The purpose of this research is to analyze the achievement of the results, progress, and obstacles encountered during the two years of the commencement of the principals’ partnership program in Indonesia. The scope of the Principal's Partnership program comprises three main components, such as curriculum management, academic supervision, and management of the school ecosystem. Data were analyzed using survey methods. Sampling data were taken from 106 impacted schools, using the percentage results of action plan reports in 15 indicators from the three main components program's implementation. The findings indicate that the principal partnership program activities, in general, have been well implemented and according to the percentage target of the principal's partnership program with a national increase in achievement of the Curriculum Management component from 61% to 69%, academic supervision from 61% to 71% and management of the school ecosystem from 48% to 56%. The percentage increase also occurs when instrument data is processed per indicator in components. The findings imply that the partnership program has a significant impact on equity growth in remote areas.

Some evaluation has been carried out in Vocational High Schools (VHSs), but most of it focuses on the documents or passive data rather than the processes happening in VHSs. Thus, this research focuses on the evaluation of VHS performances where the process is initiated with identifying the constructs and developing the instruments of performance evaluation for VHSs with Technology and Engineering expertise programs. Based on the problems found in the field, before conducting the evaluation, the researcher needs to, at first, develop the instrument of evaluation through three stages of development. The first stage is analyzing the concepts related to the evaluation by examining the factors affecting VHS performances. In the second stage, instrument development and instrument analysis (content validation) are conducted with the help of experts. The third stage is performance evaluation in VHSs located in Yogyakarta. The evaluation employs a set of instruments developed by the researchers. This research has produced a set of instruments for performance evaluation, which can be used extensively in VHSs. Based on the evaluation, it is found that the aspects of general management and academic management of the VHSs being studied are considered “Good”.

This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills, (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills, (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style, and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills from each learning model. This quantitative research employed a quasi-experimental method. The research sample consisted of 240 fifth-grade elementary school students in Jebres District, Surakarta, Indonesia. Data collection techniques included tests of written mathematical communication skills and cognitive styles. The data were analyzed using prerequisite (normality, homogeneity, and balance), hypothesis, and multiple-comparison tests. The findings prove that (1) PP model with Indonesian realistic mathematical education approach is more effective than the PP and direct instruction models, (2) field-independent cognitive style is better than field dependent, (3) PP with Indonesian realistic mathematical education is as effective as the PP model, but more effective than the direct instruction model, and the PP model is more effective than the direct instruction model in each cognitive style, and (4) in the PP learning model with Indonesian realistic mathematical education approach, field-independent cognitive style is same skill as with field-dependent, but field-independent is better than field-dependent cognitive style in the PP and direct instruction learning models.

There is a national trend on the declining percentage of school performance in the Certified Public Accountant (CPA) Licensure Examination in the Philippines. This report aims to present the result of this licensure exam in regional level between private and public schools. Quantitative descriptive type of research was utilized in the study using documentary analysis from the result of the Licensure Examination including almost 415 accountancy schools in the country with first takers. Results showed that large number of examinees did not contribute much to increase the record of passing percentage of a certain region but instead it pulls down the passing rate. Public schools in eight (8) regions of the country have significantly higher passing rate than private HEIs. Private HEIs had been consistent in terms of having higher percentage of institutions with zero percent performance rating among first takers. However, private universities produced more top performing examinees than other private colleges and public schools in the country. Findings of the study may provide insights to educational leaders in ensuring the quality on the delivery of instruction through maintaining qualified teachers with relevant knowledge and competencies necessary to prepare the accountancy graduates for licensure examination.

This research has the purpose to explore implementation contextual character education in Senior High School in Buli village, East Halmahera Regency, Eastern Indonesia, and Remote Indigenous Community (RIC) role in addressing student behavior to improve education quality in that area. Sources of data from this qualitative research are teachers, students, village leader, and religious leaders Focus of the research: (1) socioeconomic conditions in families who live in the remote areas regarding adolescent character; (2) the influence of mobile phones and the internet; (3) the role of customary leader in the control of norms in adolescents; (4) good habits in schools as an effort to implement the character education program of adolescents in schools. The results of this study are: (1) the economic condition of the family causes the child does not get the quality of attention and quality of time. Parents are preoccupied with working to sustain life, so schools are considered a burden because of school fees; (2) social media causes everyone to access all information in their own way and the lack of social control causes the use of social media to influence the pattern of relations and communication patterns; (3) the role of RIC can be optimal if supported by members who have better education, and awareness to promote education in their village; (4) good habituation can arise if the school implements positive discipline and commitment to carry out character education in accordance with local wisdom and local culture.

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals’ leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals’ leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals’ characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.

This research aims to analyze the effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on the graduates quality of vocational higher education. Data were collected from 217 cadets at Surabaya Shipping Polytechnic who already took an internship as respondents using stratified cluster random technique. This is a correlational and quantitative study using a questionnaire developed from several existing scales and analyzed using Structural Equation Models (SEM) to determine the path of effects and to create the best structural model of intelligence-based graduates quality (IESA-Q). The results indicate that there are direct and indirect effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on graduates quality, meaning that each quotient has a positive effect on graduate’s quality. The process to create the professional and ethical quality of Surabaya Shipping Polytechnic graduate is dominated by Emotional Quotient (25,2%) and Spiritual Quotient (21,4%), while Intelligence Quotient (IQ) becomes the support as it effects the development process of all quotients, Emotional Quotient (EQ), Spiritual Quotient (SQ), and also Adversity Quotient (AQ). Therefore, based on the findings of this study, the student acceptance requirements are emphasized on IQ and EQ as a basis to develop other quotients in order to generate graduates with good quality. Learning is designed on IQ, EQ, SQ, AQ to control and to evaluate process and product outcomes.

This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.

The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.