Identifying Improvements in Teaching and Learning via Supervision Support: A Pragmatic Perspective

Purpose – The purpose of this paper is to provide a research synthesis of substantive findings drawn from studies of educational leadership and management in Hong Kong between 1995 and 2014. The goal of the research synthesis was to identify and elaborate on key trends identified by scholars who studied educational leadership in Hong Kong over the past two decades. The synthesis drew upon on relevant articles published in eight “core international journals” specializing in educational leadership and management. Design/methodology/approach – The study first identifies a clearly delimited body of relevant literature comprised of empirical, non-empirical and review/synthesis types of studies in a total of 161 published research articles from the eight journals. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. The findings were then initially coded in preparation for data analysis. Synthesis of substantive findings was accomplished by cross-article comparative mapping aimed at identifying key themes in the literature. Findings within four of the most robust themes were then synthesized and reported. Findings – The synthesis highlights the challenges faced in Hong Kong’s efforts to reshape its education in a multi-faceted quest for quality education in the twenty-first century. A variety of inter-related issues emerged as policymakers and education administrators sought to implement a full plate of imported globally recognized education reforms. Analysis of the research from this period yielded four robust themes: “leadership development,” “leadership for learning,” “organizational change,” “multi-level performance focus.” The findings also further highlight the impact of “education policy borrowing” on system-level efforts to revamp the structural conditions in which school leaders operate and reshape managerial, as well as teaching and learning processes in schools. Research limitations/implications – Although the scope of the sources included in the review are highly representative of the “Hong Kong literature” of the past two decades, the authors note that it was not an “exhaustive” review of all potential sources. Originality/value – Prior research by Hallinger and Bryant (2013b) had identified Hong Kong as having produced the largest volume of literature in educational leadership and management in Asia. This paper represents the first systematic review of research findings that emerged in the recent educational leadership literature produced in Hong Kong. Therefore, although the authors make no claims of generalizability to other parts of Asia or even to China as a whole, the paper offers insight into how global trends have reshaped the practice of educational leadership in one East Asian society.

Abstract: Humans have the ability to think that is still in the form of potential, then become actual through al-ta’lim and al-riyâa’h in accordance with its physical and mental development, the outside world that is affected and programmed and even planned will be able to optimize human potential better In the future. The ability of human thinking will emerge in actuality after humans have the ability tamyiz (ability to distinguish) between good and bad to do, because people will think that the results of what he has done will be in accordance with the process or business. Man’s tamyiz ability can encourage people to do positive things through education, many factors are considered in achieving educational goals, such as always pay attention to the methods of education applied in schools, because it will affect and facilitate the providers of education To be more effective and efficient in achieving goals. Among them are the application of rewards and punishments in the learning process, this is one of the many teaching methods in education. The application of both methods is often misunderstood by educational practitioners, even if linked to the jurisprudence laws there will be a judge that the world of Islamic education is seen as those who impose military discipline and apply harsh punishment. In fact it is not so, Imam Al-Ghazali including one of the figures who fight for the elimination of harsh punishment against learners. This study aims to find and know how the views of Islamic education leaders about punishment and reward, to know how the implementation of rewards in the learning process at school, the execution of punishment in the learning process at school, what are the constraints faced in implementing the rewards and punishments in the learning process in school, and what are the solutions to the constraints faced in implementing the rewards and punishments in the learning process in school.

Some behaviors that deviate from students are already at a very alarming level, bad or deviant behavior from students is very troubling and can change the personality and identity of students, these people are left and difficulties in tackling torture behavior and morals of students will have a negative impact on the environment the student itself. Seeing various behaviors that arise regarding the behavior and morals of students so far, as well as discussing the learning process in schools, as a form of effort to cultivate personality, morality, and knowledge towards students, the roles that are greater than the delivery of education in schools, especially teacher as leader in class, success or failure Character education instilled in students is very dependent on the ability of teachers to manage the learning process in school. For this reason, the researchers wanted to know, study and analyze character education in schools, and also the readiness of teachers for education in schools, which would compare the readiness of teachers in management of education in public schools with special religious schools (Madrasa). The analysis uses inference analysis, namely analysis with simple regression techniques. From this study it was found that management of education has an influence on student morals, and also the ability and morals of students towards student learning in school. Thus, it can be said that the management of character education carried out in schools will be borne and the morals of students, this will be related to student achievement itself.
 Keywords. Management, character education, school, madrasa, student achievement.

Leadership, which is prominent in every occasion where the concept of organization is articulated and which is addressed in different dimensions by each organization, is a concept that is very important in the field of education, and it is becoming the subject of many researches. In the literature of educational research, schools and school administrators are the first subjects that come to mind when leadership is mentioned. In this regard, school administrators are expected to show leadership behaviors, such as providing guidance, supporting, assigning a measurable responsibility and being a source of inspiration to all school employees and students in order to achieve the aims of the school. In addition, school leaders should form the ground that provides in-class reform and development, in order to create a positive learning environment in the school (Nichols, 2011). In this context, the studies of educational leadership have emerged in 1970s, in conjunction with research and development activities related to the effective schools movement. In those years, based on the observations of primary schools, some researchers in the UK and North America have identified that some schools' achievements in terms of learning outcomes were bigger than others. They have stated that this situation cannot be solely explained with the individual and social characteristics of the students; therefore the difference between effective and ineffective schools might be associated with the leadership attitudes and behaviors that school administrators have exhibited. Thus, educational leadership became a concept that has been discussed a lot on it. According to these researchers, the characteristics of effective schools' leaders are (Kruger & Scheerens, 2012);* They are directly involved with the school and the education of students.* They carefully evaluate teachers' classroom performance, learning process and student outcomes again and again.* They create a work environment and school climate which will make learning possible for all children.Schlechty (2001) has stated that the main task of the school is working with knowledge. This idea is based on the fact that learning is an active process. Thus, he argued that schools should be institutions working towards an objective with the help of the ideas, concepts, forms, shapes and symbols. Although the schools are solely seen as the places where learning takes place, in reality it is well-known that they are the institutions beyond mere learning, with a much more complex structure. From this perspective, even though schools are a tool for generating and transferring the culture, they are also the places where the official ideology is produced and communicated (Ilich, 1998). The effectiveness of such a complex structure, with its social, cultural, economic and political aspects has become attractive for researchers.One of the most critical factors in the realization of effective schools is the leadership behaviors of school administrators. In the literature this type of leadership is discussed in different forms and dimensions, such as education leadership, instructional leadership, program leadership, and educational leadership. At the beginning, this concept has been discussed in a limited context, as course and program leadership, however later it was considered in a broader sense to include the mentioned dimensions, in terms of the concepts such as educational leadership, education and training leadership. Although it is called by different names, it can be understood that these leaderships basically refers to the school administrators who were trying to establish effective schools and learning.School leader is the person who is planning and implementing program development, making appropriate resource allocation, improving the performance of staff and students by motivating and guiding them, in order to achieve the objectives of the school. School leaders, after setting the objectives of the school, ensure that these objectives are shared and supported by the students, teachers and school community. …

Numerous accounts have been provided regarding the shortcomings of assessments offered during English courses in Pakistan at the tertiary level. In the literature however, the factors underlying these shortcomings have not been identified. Understanding the unsatisfactory assessment practices and their reasons and consequences which this present work intends to do, is crucial. This investigation was qualitative in nature and sought to understand the issues surrounding language assessments and their impact. Using purposive sampling, thirty teachers from public and private universities formed the sample. Data was gathered by means of questionnaires, interviews, and a review of assessment papers. The results suggest that language teachers do face a number of assessment challenges. The challenges to assessment identified by teachers stem from practicality, learners, test construction, administrative work, and the teachers. Teachers do employ techniques to handle these challenges, which in the end are detrimental to language assessment practices concerning selected and productive skills and the variety of tasks presented in tests. Assessment of learning has considerable influence on the processes of teaching and learning, and the shortcomings facing assessment are a big obstacle to language teachers for devising relevant assessment. Consequently, the “Interim report of the language proficiency assessment on the Teaching English as a Second Language (TESL) Practicum in Canada 2021-2022” emphasizes the importance of equipping TESL practitioners with language assessment skills, as seen in the outlined recommendations for future assessment (formative assessment of language learning). In particular, providing English language instructors with professional development opportunities can foster the enhancement of assessment strategies in language pedagogy.

Digital teaching materials are one of the alternative solutions in the learning process in the era of digitalization 4.0. One of the digital teaching materials that can be developed in digital form is student worksheet. In addition to digital teaching materials, the selection and use of learning models is also important in supporting the learning process in schools. One of the learning models that can be used is the PBL (Problem Based Learning) learning model. This study aims to describe the feasibility of PBL-based sound wave electronic student worksheet digital teaching materials using the Liveworksheet application for high school students. This type of research is research and development (R&D) using the ADDIE model. The test subjects were students of class XI MIPA PC (Prima Cendekia) Senior High School of 3 Mataram. Data collection techniques through observation and distribution of questionnaires. The data obtained were analyzed qualitatively and quantitatively using quantitative descriptive statistics. The results showed that the PBL-based sound wave electronic student worksheet that had been developed obtained an assessment score from expert validation of 0.86 (very valid) with 90.6% reliability (reliable) and practitioner validation of 0.83 (very valid) with 95.55% reliability (reliable). Based on these results, it can be concluded that the PBL-based sound wave electronic student worksheet is proven valid so that it is suitable for use in the learning process in schools.

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback to improve students' performance. Students become more involved in the learning process and gain confidence in what they are expected to learn and to what standard. The present study is a quantitative study that aims to investigate university EFL teachers' perspectives of assessment for learning approach and identify the challenges teachers face when implementing AfL. Also, three research questions are addressed: (1) To what extent do English language teachers use assessment for learning in their classes? (2) What are the teachers' perspectives on Assessment for Learning in developing EFL learning? And (3) What challenges do EFL teachers face when implementing AFL? 
 To answer the research questions, the study used a 25-item questionnaire (Modified of Colby, D. C. 2010). The questionnaire was distributed to 102 EFL teachers at three public universities in Erbil: Salahaddin (55 teachers), Soran (34 teachers) and Koya Universities (13 teachers).
 The data was analyzed using SPSS Software. Despite some varied challenges and difficulties EFL teachers face in implementing the AfL approach in the classes, generally, the results show that university teachers have a positive perspective toward implementing AfL as a teaching and learning approach. It is recommended that it is necessary to arrange and implement teacher-training sessions and workshops to improve teacher' grasp of the current AFL approach.

The development of today's technology is impacting on the learning process in schools and also affect the learning material as well as the delivery of a material in the process of teaching and learning activities. Learning is now more attractively designed to encourage and increase student achievement. Learning the Game is one of the new methods are now starting to demand of students, the theme of the lesson give a fresh new look for students to love a subject of study. Curriculum 2013 is a competency-based curriculum. Inside was formulated in an integrated manner the attitude of competence, knowledge and skills that must be mastered learners. Also formulated learning and assessment process required learners to achieve their competencies (Minister of Education and Culture: 2014). Application educational game about the war Diponegoro intended to foster a sense of nationalism to Indonesia country. Where this educational game will be made in accordance with the times and useful as educational deployment solution that can be done anytime and anywhere. Keywords: Educational Games, MTs Attaroqie Malang, PHP CodeIgniter, web base

Assessing generally refers to the process of gathering information about a person relative to specific competencies and other attributes, in formal or informal learning contexts. This should lead to valid and reliable inferences about competency levels, which in turn may be used for diagnostic and/or predictive purposes. Too often, classroom and other high-stakes assessments are used for purposes of grading, promotion, and placement, but not to enhance learning. In this chapter, we focus on formative assessment which posits that assessment should (a) encourage and support, not undermine, the learning process for learners and teachers; (b) provide formative information whenever possible (i.e., give useful feedback during the learning process instead of a single judgment at the end); and (c) be responsive to what is known about how people learn, generally and developmentally. This type of assessment has as its primary goal improvement of learning, which is critical to support the kinds of learning outcomes and processes necessary for students to succeed in the twenty-first century. It is referred to as “formative assessment,” or assessment for learning, in contrast to “summative assessment” (or assessment of learning). This chapter overviews the role of formative assessment in education generally, and also touches on stealth assessment specifically—an ­evidence-based approach to weaving assessments directly into learning environments (Shute, Computer games and instruction. Charlotte, NC: Information Age Publishers, 2011).

In the 21st century assessment is not only done at the end of learning, but also can be integrated directly in the learning process, called assessment for learning. This study explores the effect of it implementation in the process of mathematics learning. The main purpose of this research is to describe the achievement of learning objectives which consists of understanding concepts, reasoning, problem solving, and communicating ideas. Design research, which consists of three steps, preliminary research, prototyping stage, and assessment phase, is the method chosen for designing assessment for learning. The design is tested to 36 students. The implementation of assessment for learning is carried out in three activities. The results of the implementation of it on the achievement of learning objectives are as follows: at the first meeting 6 of 9 groups succeeded. In the second activity all groups achieved the learning objectives, and in the third activity 7 out of 8 groups also did it. This indicates that the implementation of assessment for learning can achieve the learning objectives that have been set very well. Because of that, effect of the design most learners can achieve the learning objectives that have been set. Furthermore, the design facilitates learners to be actively involved in learning activities so that it makes a good interaction between educators with learners, fellow learners, and the atmosphere created in the classroom becomes more positive.

Teacher culture, which upwards inherits the mainstream cultural wills of society on one hand and downwards connects student culture, classroom culture, school culture and so forth on the other hand, is the most dynamic and subjective cultural factor. The education of our nation is under a paradigm transition, but subjective confusion, cognition bias, method deficiency and other problems that exist objectively in teacher culture are very unconformable with the transition, therefore the traditional teacher culture acts as a strong resistance against the reform. Teacher culture is developing from free pattern to self-conscious pattern and this means that teachers will create their dignity and well-being through self-actualization and that they, on a basis of critical introspection and conversational understanding, will break the old habits, promote the teaching culture reform with creative educational practice and reconstruct the cultural ecological field of education. School reform efforts in different parts of the world have focused on students’ learning. In particular, most school improvement programs now aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive global economy (e.g., Lee & Williams, 2006). In this regard, school reform programs draw from various contemporary theories and research on learning (e.g., Bransford, Brown, & Cocking, 1999; Lambert & McCombs, 1998). The basic idea is that all school improvement efforts should be directed at ensuring students achieves high levels of learning or attainment of well-defined curricular objectives and standards. For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003; Technology in Schools Task Force, 2003), and educational assessment systems (Black & Wiliam, 2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise, the allocation and management of a school’s financial resources are assessed in terms of whether these are effectively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007). The present study aims to initiate inquiry into the possible roles of China school Professional tutor in promoting student learning, by looking into school Professional tutor’ conceptions or beliefs regarding the learning process. Conceptions and beliefs about learning has been an important focus of research among various education stakeholders. For example, research has focused on students’ conceptions of learning (Purdie & Hattie, 2002) as these conceptions are related to the students’ learning behaviors and strategies (Entwistle & Peterson, 2004; Pillay, Purdie, Boulton-Lewis, 2000). Similarly, research has also focused on conceptions and beliefs about learning of teachers (Boulton-Lewis, Smith, McCrindle, Burnett, & Campbell, 2001; Kane, Sandretto, & Heath, 2002; Samuelowicz & Bain, 2001) and pre-service teachers (Bernardo, 2008; Cliff, 1998) as these cognitions are said to guide teachers practices in the classroom (Calderhead, 1996) and may even be related to student achievement (Gao & Watkins, 2004). This study aims to extend this line of inquiry by exploring the beliefs about learning of school Professional tutor in the China. School Professional tutor are not the direct participants in the learning processes in schools, unlike students and teachers. Nevertheless, how school Professional tutor conceive of their roles in promoting student learning is likely to be shaped by their own conceptions regarding the learning process. If school Professional tutor are to be effective agents in facilitating students learning, they should have a deep and principled understanding of the processes of learning, and the factors that may promote or hinder these processes. In this study, we inquired into the beliefs about learning of practicing school Professional tutor in six different regions of the China by asking them to assess different statements regarding the learning process and indicate their agreement with such statements. Their responses were analyzed using principal components analysis in order to reveal the structure of their beliefs about learning, and possible options for school Professional tutor in relation to the various dimensions of the learning beliefs are discussed.Â

The school as an unavoidable, significant part of human life, determines its function in adulthood. Educational biography in research on teaching and learning process, which I called didactic biography concerns the study of experience teaching and learning process by its adult graduates. On the one hand, study reveal a way of experiencing the teaching and learning process in school, on the other hand their biographical consequences in adulthood.

School partners indicated that there were several problems, namely that there were still students who did not understand how to interpret resistivity geoelectrical data. This is due to the limited facilities and infrastructure as well as teaching staff in supporting the learning process in schools. The purpose of this PkM is to prepare students' abilities as early as possible so that they can understand how to interpret resistivity geoelectrical data before entering the world of work in geology and mining. Another thing is that school partners can more easily and effectively teach the interpretation of resistivity data using the geoelectric method in the teaching and learning process in schools.. The method used in achieving the objectives is a questionnaire (pretest and posttest) with descriptive statistical analysis, lectures (presentations) and discussions as well as field practice. The results of the analysis showed an increase in students' ability in the acquisition of geoelectric resistivity data after attending the training. Prior to participating in the training, 70% of students had the ability to acquire geoelectric resistivity data in the Poor category. However, after participating in the training, the students' abilities increased to Excellent (55%).

Extracurricular activities are an integral part of today's teaching and learning process. It allows learners to develop positive character traits. It demonstrates how to cultivate discipline, commitment, and self-discipline tenacity, self-control, and a healthy regard for the school environment. This study investigated the effectiveness of extracurricular activities on students’ learning process in public secondary schools in Sikonge District, Tabora Region, Tanzania. The specific objectives were to identify the extracurricular activities performed by students; and to evaluate infrastructural facilities of extracurricular activities in aiding the learning process. The mixed approach research and a convergent parallel design were used in this study. The simple random and purposive sampling was used to select a sample of 100 respondents. Questionnaires and interviews were used to collect data. Validity and reliability of the instruments were ensured through content validation and a test-retest reliability procedure-respectively. Quantitative data was analyzed through descriptive statistics with the help MS-Excel while qualitative data was analyzed thematically. The major findings of the study revealed that there is a significant contributions of extracurricular activities in the learning process since extracurricular activities attract students to attend school; make learners physically and mentally fit and they increase confidence. Therefore, it is recommended that educational stakeholders should consider using professional teachers on different extra-curricular activities so as to ensure effective and efficient interplay among variables associated with extra-curriculum activities.

Researchers articulate the positive effects of parental engagement with education. Networking with parents has become a recent focus for educational leaders working to enhance learning. With parent presence diminishing within secondary schools and emphasis on formative assessments rising, this study examined the possibility of family support to supplement the Assessment for Learning (A4L) reform implementation. Using an action research framework, four research questions were addressed. These included what attracts parents to support Assessment for Learning (A4L) reforms at the high school level, the value parents place on assessment reform, and what affects parent perceptions and influences their support of the assessment reform initiative. The fourth question inquired into how educational leaders can sustain home/school collaboration during the reform process. The three interlocking and overarching themes that emerged through analysis of the focus group data and surveys were Effort, Closing Gaps, and Fair Ranking. Subthemes for implementing A4L at the high school level highlight a process that (a) must encourage students' metacognitive and persistent effort as well as students taking responsibility for learning; (b) must encourage closing gaps identified in engagement, feedback, analysis, assessment, and culture; and (c) must incorporate discussions on fair ranking. The conclusion of the study offers recommendations for educational leaders desiring to make the collaboration between home and school a reality at the high school level.