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16 pages, 2802 KiB

Open AccessArticle

Educational Accountability Policy for Sustainable Development: A Comparative Analysis across 30 Countries

by Youngsik Kim

Sustainability 2023, 15(18), 13883; https://doi.org/10.3390/su151813883 - 18 Sep 2023

Viewed by 838

Abstract

This study aims to conduct a comparative analysis regarding Educational Accountability Policies (EAPs) across countries and empirically investigate the factors contributing to the variations in EAP implementation. To achieve these goals, firstly, this study investigated the status of EAP implementation by countries and [...] Read more.

This study aims to conduct a comparative analysis regarding Educational Accountability Policies (EAPs) across countries and empirically investigate the factors contributing to the variations in EAP implementation. To achieve these goals, firstly, this study investigated the status of EAP implementation by countries and endeavored to identify the trends regarding the diffusion and variation of EAP. Secondly, this study empirically analyzed the factors associated with variations in EAP implementation across countries. By employing country-level panel data from 30 countries, this study ascertained the status of EAP implementation as a global phenomenon. It examined the factors related to the adoption and intensity of EAP implementation based on the theoretical framework of the principal-agent model. This study has yielded two principal revelations. Firstly, there has been a rapid increase in the number of countries implementing EAP since the 2000s, accompanied by a bolstering of EAP implementation intensity. Nonetheless, there are discernible disparities in the adoption and implementation of EAP by countries. Secondly, this study has revealed that countries characterized by a more advanced economic status or an augmented governmental power tend to exhibit a proclivity for the adoption of EAP. Moreover, countries with a more advanced economic status, an augmented governmental power, or a higher degree of global openness are predisposed to implement EAP with greater intensity. These findings provide significant policy implications for sustainable development in education. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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20 pages, 1847 KiB

Open AccessArticle

The Impact of Principal Curriculum Leadership on Students’ Modernity: Moderated Chain Mediation Effect

by Yan Li, Deyun Zeng, Bote Qi and Yuantao Sun

Sustainability 2023, 15(17), 12779; https://doi.org/10.3390/su151712779 - 23 Aug 2023

Viewed by 1663

Abstract

Although a principal’s leadership of the curriculum can have a substantial influence on student outcomes and school performance, limited research exists about the impact of a principal curriculum leadership on the development of students’ thoughts, attitudes, values, and behavioral patterns, so that they [...] Read more.

Although a principal’s leadership of the curriculum can have a substantial influence on student outcomes and school performance, limited research exists about the impact of a principal curriculum leadership on the development of students’ thoughts, attitudes, values, and behavioral patterns, so that they can participate effectively in modern society. Based on the theory of human development ecology, this study aimed to explore the impact mechanisms of principal curriculum leadership on students’ modernity, examine the chain mediating effects of teacher leadership and class management effectiveness, and examine the moderating effects of class collective effectiveness. The results reveal that principal curriculum leadership was unable to significantly predict students’ modernity; teacher leadership played an independent mediating role, whereas teacher leadership and class management effectiveness played a chain mediating role; and class collective effectiveness significantly positively moderated the effect of teacher leadership on class management effectiveness and the effect of class management effectiveness on students’ modernity. In order to improve principal curriculum leadership and enhance students’ modernity, the former needs to consider students’ sustainable development, and further attention should be paid to the value of “significant others”, such as principals and teachers, in the development of students, as well to the mechanisms by which the school ecosystem influences the sustainable development of students. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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12 pages, 719 KiB

Open AccessArticle

The Effect of Primary School Education on Preventive Behaviours during COVID-19 in Japan

by Eiji Yamamura, Yoshiro Tsutsui and Fumio Ohtake

Sustainability 2023, 15(11), 8655; https://doi.org/10.3390/su15118655 - 26 May 2023

Viewed by 1334

Abstract

Education plays a critical role in promoting preventive behaviours against the spread of pandemics. In Japan, handwashing education in primary schools was positively correlated with preventive behaviours against COVID-19 transmission for adults in 2020, during the early stages of COVID-19. The following year, [...] Read more.

Education plays a critical role in promoting preventive behaviours against the spread of pandemics. In Japan, handwashing education in primary schools was positively correlated with preventive behaviours against COVID-19 transmission for adults in 2020, during the early stages of COVID-19. The following year, the Tokyo Olympics were held in Japan, and a state of emergency was declared several times. Public perceptions of and risks associated with the pandemic changed drastically with the emergence of COVID-19 vaccines. We re-examined whether the effect of handwashing education on preventive behaviours persisted by covering a longer period of the COVID-19 pandemic than previous studies. A total of 26 surveys were conducted nearly once a month for 30 months from March 2020 (the early stage of COVID-19) to September 2022 in Japan. By corresponding with the same individuals across surveys, we comprehensively gathered data on preventive behaviours during this period. In addition, we asked about the handwashing education they had received in their primary school. We used the data to investigate how and to what degree school education is associated with pandemic-mitigating preventive behaviours. We found that handwashing education in primary school is positively associated with behaviours such as handwashing and mask wearing as a COVID-19 preventive measure but not related to staying at home. We observed a statistically significant difference in handwashing between adults who received childhood handwashing education and those who did not. This difference persisted throughout the study period. In comparison, the difference in mask wearing between the two groups was smaller but still statistically significant. Furthermore, there was no difference in staying at home between them. Childhood hygiene education has resulted in individuals engaging in handwashing and mask wearing to cope with COVID-19. Individuals can form sustainable development-related habits through childhood education. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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15 pages, 266 KiB

Open AccessArticle

Studying at a New Remote University Campus: Challenges and Strategies in Students’ Sustainable Self-Development

by Wenyu Zeng, Shiyong Wu and Wei Chen

Sustainability 2023, 15(4), 3857; https://doi.org/10.3390/su15043857 - 20 Feb 2023

Cited by 2 | Viewed by 2167

Abstract

In the context of higher education expansion, student enrolment in remote branch campuses within China has increased dramatically, but the challenges and strategies for the sustainability of these students are not adequately reflected in the literature. This study investigated students’ learning experiences at [...] Read more.

In the context of higher education expansion, student enrolment in remote branch campuses within China has increased dramatically, but the challenges and strategies for the sustainability of these students are not adequately reflected in the literature. This study investigated students’ learning experiences at a newly remote university campus, concentrating on the challenges students encounter and the strategies they adopt. We recruited 30 university students studying at a remote branch campus in China as the research subjects and employed interpretative phenomenological analysis to explore participants’ experiences. The findings indicated that students are challenged by the learning atmosphere, the number and quality of teachers, learning spaces, the campus and urban environment, and university and community culture. In response to various challenges, students tend to adopt self-adjustment strategies rather than seeking support from the institution. It can be concluded that students’ sustainability at the new remote branch campus is influenced by learning, environmental and culture-related factors, and students develop an attitude of helplessness. Strategic interventions should be adopted to enhance their learning experience and promote sustainable development. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

15 pages, 722 KiB

Open AccessArticle

The Effects of Principals’ Instructional Leadership on Primary School Students’ Academic Achievement in China: Evidence from Serial Multiple Mediating Analysis

by Jiazhe Li, Philip Wing Keung Chan and Yongmei Hu

Sustainability 2023, 15(3), 2844; https://doi.org/10.3390/su15032844 - 3 Feb 2023

Cited by 3 | Viewed by 3554

Abstract

It is essential to reorient education in order to improve student learning outcomes and offer instruction in sustainable development. This reorientation should particularly focus on updating the educational concepts and behaviors of principals and teachers. It is a common practice to see principals’ [...] Read more.

It is essential to reorient education in order to improve student learning outcomes and offer instruction in sustainable development. This reorientation should particularly focus on updating the educational concepts and behaviors of principals and teachers. It is a common practice to see principals’ instructional leadership (PIL) as a crucial aspect that may facilitate the development of teaching and learning in a sustainable manner. This article identified the influence path of principals’ instructional leadership on students’ academic achievement (SAA) through teachers’ teaching practice. In 2016 and 2017, survey data were gathered from 60,419 students and parents, 2232 teachers, and 506 principals from all 231 primary schools in the capital city of a central province in China. This paper uses a structural equation model to examine serial, multiple, mediating effects based on a value-added model to identify effective teachers’ professional development (ETPD). The research findings show that ETPD in Chinese primary schools includes teacher cooperation and communication but not professional guidance, innovation, and individual teaching reflection. PIL does not have a significant direct positive effect on SAA, but teaching strategies (TS), rather than ETPD, can mediate between PIL and SAA. Finally, PIL influences TS through ETPD and ultimately influences SAA. This paper argues that for providing sustainable and high-quality education, not all TPDs are effective for Chinese primary school teachers. Principals can promote SAA by encouraging teacher cooperation and communication to improve teaching strategies. Chinese principals should shift their attention more from administrative matters to the sustainable development of teaching and learning. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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23 pages, 6915 KiB

Open AccessArticle

Understanding the Intellectual Structure and Evolution of Distributed Leadership in Schools: A Science Mapping-Based Bibliometric Analysis

by Turgut Karakose, Stamatios Papadakis, Tijen Tülübaş and Hakan Polat

Sustainability 2022, 14(24), 16779; https://doi.org/10.3390/su142416779 - 14 Dec 2022

Cited by 13 | Viewed by 2622

Abstract

Distributed leadership (DL) has currently generated significant interest among researchers considering that schools have become too complex to be led by a single leader, and school leadership activity is already distributed in nature. Numerous studies have contributed to this knowledge base through empirical [...] Read more.

Distributed leadership (DL) has currently generated significant interest among researchers considering that schools have become too complex to be led by a single leader, and school leadership activity is already distributed in nature. Numerous studies have contributed to this knowledge base through empirical and conceptual investigations. Our study aims to demonstrate the bibliometric performance, intellectual architecture, and strategic themes of this field, with a particular focus on DL in schools. Our dataset includes 221 articles published between 2002 and 2021 on the Web of Science (WoS) database. Science mapping analysis was conducted using SciMAT to map the conceptual structure and thematic evolution of the research field, and applied for three consecutive periods so as to be able to compare/contrast the changing thematic trends. Bibliometric performance analysis was also employed in order to determine the distribution of related publications by years, the number of accumulated publications, the average number of citations per article, and the most productive/cited authors and journals. The results indicated that research on DL in schools has grown substantially over the past decade, and that the thematic structure has fundamentally evolved from school improvement/effectiveness and commitment to teachers and instructional leadership, innovation, and capacity-building in schools. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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10 pages, 244 KiB

Open AccessArticle

Stories to Live by: Narrative Understandings of the Self-Concept of Students at Self-Financing Higher Education Institutions in Hong Kong

by Kwok Kuen Tsang, Guanyu Li, Hei-hang Hayes Tang and Xi Wang

Sustainability 2022, 14(20), 13059; https://doi.org/10.3390/su142013059 - 12 Oct 2022

Viewed by 1634

Abstract

Self-financing higher education institutions (SfHEIs) in Hong Kong help boost the local higher education participation rate, but they are labeled as second-tier opportunities for those with academic weaknesses. Students at SfHEIs may develop a negative self-concept that deteriorates their academic performance and psychological [...] Read more.

Self-financing higher education institutions (SfHEIs) in Hong Kong help boost the local higher education participation rate, but they are labeled as second-tier opportunities for those with academic weaknesses. Students at SfHEIs may develop a negative self-concept that deteriorates their academic performance and psychological wellness. Therefore, it is critical to understand their self-concept and how it is built. From the narrative perspective, a self-concept is the storied experiences or stories that are lived; therefore, this study employs narrative inquiry using 15 SfHEI students to represent the general pattern of the participants’ experiences. This study proves that students at SfHEIs tend to view themselves as losers or inferiors based on their low self-evaluations of their Hong Kong Diploma of Secondary Education Examination (HKDSE) results, SfHEIs, and career futures. Additionally, this study sheds new light that the loser identity is historically developed from childhood during interactions with parents and teachers, as parents and teachers continuously reinforce the message that enrollment at a publicly funded university is the only way to achieve success in life. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

Review

Jump to: Research

29 pages, 724 KiB

Open AccessReview

School-Based Interventions for Migrant Students in the Framework of the Health Promoting Whole-School Approach: An Umbrella Review

by Claudia Meroni and Veronica Velasco

Sustainability 2023, 15(3), 1894; https://doi.org/10.3390/su15031894 - 18 Jan 2023

Cited by 1 | Viewed by 3251

Abstract

Health and school achievement play a crucial role in the integration of migrant students. This study aims to conduct an umbrella review of the effectiveness of school-based strategies on the academic and health outcomes of migrant school-aged children and youth and to link [...] Read more.

Health and school achievement play a crucial role in the integration of migrant students. This study aims to conduct an umbrella review of the effectiveness of school-based strategies on the academic and health outcomes of migrant school-aged children and youth and to link these intervention typologies to the Health Promoting School (HPS) approach. The study was conducted according to the PRISMA statement. Twenty-one reviews were analyzed, and 18 strategies were identified and categorized according to the six components of the HPS whole-school approach: individual skills, the school physical environment, school social environment, school policies, health and social services, and community links. Strategies related to five of the six components were identified, demonstrating that the HPS approach is a fitting framework to address migrant students’ needs. Moreover, evidence about the effects on both health and learning was shown; however, the integration of these two areas should be further explored. Finally, significant conditions that enhance or hinder implementation are described. Multi-component interventions and stakeholder engagement improve intervention impacts, while the relevance of cultural adaptation needs to be clarified. These results contribute to understanding the complexity of the challenges faced by migrant students and of the effective school-based strategies to promote their health and learning. Full article

(This article belongs to the Special Issue Sustainable Development of Students and Teachers: Multidisciplinary Studies of Educational Practices)

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