Search

Idiomatics--the scientific study of idiomatic language and figurative language--is a pervasive theme in global literature, yet its precise terminology often lacks clear definition. This article addresses this challenge directly by delving into the etymology, significance, and universality of idiomatics. It emphasizes the pivotal role of idiomatics in understanding human behavior and language development, stressing its interdisciplinary relevance. Advocating for idiomatics to gain recognition as a distinct academic discipline, the article calls for the establishment of clear boundaries and methodologies within academia. It concludes with a compelling appeal for collective action, urging idiomatists worldwide to unite under the imperative "Make it happen!" To this end, it presents ten strategic priorities that transcend geographical and linguistic divides, uniting researchers and language professionals in a common mission to advance idiomatics. These priorities underscore the urgency of addressing the current state of idiomatics and shaping its future trajectory, emphasizing the need for decisive action and collaboration. Through concerted efforts, the article seeks to propel idiomatics into new heights of understanding and application across diverse linguistic and cultural contexts, one priority at a time.

The researchers examined the relationship between informal digital gameplay and learner profiles in two Japanese private universities. Seventy-eight participants responded to 59 items on a digital questionnaire that consisted of four sections: 1) Learner Profiles, 2) Digital Game Usage, 3) Open-Responses, and 4) Demographics. The results of the study demonstrated that students positively identified with the learner profiles featured on the questionnaire (M = 3.80). The highest mean values were associated with the profiles of Digital Citizen (M = 4.30) and Knowledge Constructor (M = 4.15). It was discovered that participants engaged in digital gameplay most often with smartphones (M = 3.64) and game consoles (M = 2.79). Simulation (M = 2.81) and real-time strategy (M = 2.66) games were the most frequently played. The results of a Pearson Product Moment Correlation showed that there was no significant relationship between informal digital gameplay and learner profiles. Furthermore, self-identified gamers and non-gamers did not significantly differ on the Learner Profile Total Scale or subscales.

Researchers have considered how school choice policies affect student achievement, but less inquiry explores how the organization of schools may change in the presence of choice. This descriptive and exploratory paper analyzes a state representative sample of school mission statements at two time points: before the enactment of choice policies in Indiana, namely the Indiana Choice Scholarship Program, and again six years into the policy. Using structural topic modeling, this paper examines whether and how school mission statements topics have changed over this period. Descriptive findings suggest mission statement topics differ significantly between sectors but show few changes over time. The most striking shift is that Catholic and other private religious schools appear to be clarifying the religious aspects of their mission in the presence of robust choice policies.

The global climate crisis is present in national and international discourse, along with other challenges the world is going through, such as the current wars in Ukraine and Gaza or the recovery from the COVID-19 pandemic, with the negative effects highlighted in the United Nations' sustainable development report. This paper aims to analyse and discuss how higher education institutions (HEIs) in Portugal cope with these challenges and contribute to a more sustainable world. The Portuguese case is interesting because, in recent years, they have been pressed to demonstrate their commitment towards sustainability publicly. We will proceed with framing the current role of Portuguese HEIs and their commitment to a sustainable world. This implies taking stock of their engagement with university social responsibility (USR), a concern of HEIs that is transversal to their roles -- research, teaching, and service to society -- but emphasises developing environmental sustainability and engaging students in active citizenship. Our argument is based on the importance that HEIs play in the sustainable development of societies, particularly in terms of environmental sustainability. Through documentary analysis of the strategic plans of HEIs, we explore if sustainability emerges and how it is framed in terms of policies and practices, contributing to a reflective debate on HEIs' potential role in addressing current challenges and committing to a more sustainable world. Therefore, the findings suggest that institutional diversity and territorial inequalities are important elements for understanding how different public HEIs in Portugal conceive and practice sustainability.

Virtual laboratories are transformative tools in science education, yet comprehensive reviews of their prospects are limited. This study addresses this gap through a bibliometric analysis of 218 articles published between 2013 and 2023. Key findings included: (1) research has evolved from initial exploration to rapid expansion; (2) virtual labs have demonstrated adaptability across various scientific disciplines, including chemistry, physics, biology, engineering, and medicine; (3) five research trajectories focus on virtual labs, science education, and computer-based learning; and (4) eight research topics, such as comparisons with physical labs and student performance, have gained prominence. These findings had implications for educational practices, research methodologies, and policy considerations. For educational practices, virtual laboratories offer benefits by removing the need for physical resources, providing flexible delivery, enabling safe exploration, fostering engagement through hands-on experimentation, and enhancing understanding with immersive experiences. For research, virtual labs improve learning and analytical skills, generate detailed data on student behaviors and learning patterns, and lead to innovations in teaching methods and curriculum design. For policymakers, strategic planning is needed to create supportive policies for the effective adoption of virtual labs, including teacher training, infrastructure development, and curriculum integration, making science education more accessible and equitable for all students.

Strategic planning has become increasingly important for setting the direction of firms and developing contingency plans for things like pandemics. It is also very important for institutions of higher education where strategic planning can be part of operating an academic unit, regional accreditation, and programmatic accreditation. However, the process and stages of strategic planning is not well understood. This particularly holds true for institutions of higher education. Processes vary based on resources available and other factors. Some institutions engage high-powered, external consultants while others use more home-grown practices. This study examines the strategic planning process in higher education business units (departments, schools, colleges). An electronic questionnaire was designed based on published studies. Four phases of strategic planning were identified (plan initiation, situation analysis, strategy alternatives and selection, and implementation and control). The findings indicate that strategic planning is conducted fairly consistently but key differences were identified based upon the institutional characteristics (enrollment, faith-based, accrediting body, and level of degree granted).

The purpose of this research was to explore the strategies effective in building community networks and pooling the resources necessary for laying the foundation to develop a successful county 4-H Extension program in early careers of Extension agents. We conducted this three-round Delphi study with a panel of specially selected 24 successful 4-H Extension agents. The Delphi research process led to identify seven strategies effective in building community networks and six strategies effective in building the necessary resources for the development of an effective county 4-H Extension program. We made practical recommendations based on these findings.

In the fall of 2019, our large southeastern metropolitan university launched a campus strategically situated in downtown Orlando. As we all remember, in the spring of 2020, as our campus was starting to build momentum as a student and community-centered hub, the world shut down because of a global pandemic. Our challenges over the last several years have been multifaceted. Our university lost key administrators who championed the efforts of the new campus and we have been trying to reclaim the vision and purpose of this space. We have also had a dearth of faculty engagement at the new campus partly because of so many remote courses and meetings. These challenges impact all stakeholders involved with the downtown campus. To reclaim our purpose, we interviewed key stakeholders (N = 21) connected to the university and/or the community to then use their perspectives on the downtown campus as well as their thoughts on community-engaged scholarship (CES) to create a strategic plan to move forward. To code our 188 (N = 188) units of analysis we used the six categories of community engagement as identified by Gordon Da Cruz, (2018). These categories include community-identified issues, scholarly investigation of public issues, collaborative and mutually beneficial community-university partnerships, collaborative knowledge production, institutional resources for the public good, and integration with faculty scholarship. Our findings reveal the following breakdown: community-identified issues (n = 12), scholarly investigation of public issues (n = 15), collaborative and mutually beneficial community-university partnerships (n = 66), collaborative knowledge production (n = 26), institutional resources for the public good (n = 50), and integration with faculty scholarship (n = 19). We used these distinctions as well as stakeholder suggestions to build a strategic plan and our seven primary goals or objectives for moving forward into our next phase.

For much of human history, inequity was taken as a fact of life. However, as reflection on the human condition became more prominent, arguments that some forms of inequity can be ameliorated began to emerge. In this paper, the authors note that "inequity aversion" is a built-in human trait, and they reflect on the fact that, nonetheless, throughout human history, inequity has typically been the norm. In spite of the difficulties inherent to the challenge of making progress toward a less unequal world, the authors argue that progress is nonetheless possible, particularly if those bent on such movement adopt the following five rules of thumb: (1) Pick your battles, (2) articulate a precise doable vision, (3) speak to the collective imagination, (4) avoid virtue signalling, while embracing costly ones, and (5) get comfortable with tragic optimism. The article concludes by focusing on the need for educators to help shape the lenses of the next generation so that, when they view the enormity not only of the number of problems that humans face, but also the scope of each one, they are not overwhelmed either with anger or pessimism.

University leaders navigate a complex and dynamic environment, balancing the diverse expectations of students, faculty, policy makers, and governmental bodies. Proficiency in these roles requires deep academic understanding, contextual knowledge, and effective management and leadership skills. This study explored how faculty members serving as department chairs developed their leadership capacity when entering the role. The investigation utilized social network theory and a leadership development model to examine department chairs' experiences at a Canadian research-intensive university. It employed a qualitative research approach combining constructivist philosophy, case study design, and inductive research techniques. Drawing on the key themes of role entry, role understanding, and skill development, the study found that social networks played a central role in the participants' leadership development. Post-secondary institutions may consider supporting leadership networks and providing equitable access to learning opportunities to increase academic leadership capacity.

Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario's Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.

Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag over time. A strategy development framework is needed for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. The research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how they influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi Technique in two phases of research. During the first research phase, Delphi panel members were interviewed to understand current challenges and practices in learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a hypothetical strategy map and a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. The feedback contributed to the refinement of the artefact and highlighted the key operational focus areas for learning with technology. The key operational focus areas identified were the need to increase the basic technology literacy of students and educators, continuous professional development in terms of online pedagogy, and the need for principles in terms of multimedia design. Other focus areas were an online design blueprint and an improvement in learning and teaching experiences through efficiencies and productivity of ed-tech technologies. This study contributes a strategy development framework for educational technology which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Analytical processes include external and internal analysis and a SWOT analysis of aspects related to learning with technology. Other key outcomes of the study include a hypothetical strategy map for learning with technology which aligns business objectives to a financial, customer, internal business process and learning and growth perspective.

Students of strategic management are often inundated with a plethora of analytical tools from which they must chose a select few to help them to effectively analyse the forces impacting the sustainable competitiveness of an organisation. Choosing the right tool(s) can be daunting, yet crucial for understanding organizational challenges and crafting relevant and effective strategic solutions. This desk research study explores the utility of analogies and metaphors as pedagogical tools to prepare students to become adept in strategic analysis. Aristotle likened metaphors to puzzles, suggesting that, like puzzles, metaphors engage us in figuring out how one thing resembles another. It is during this active participation and interpreting that makes analogies and metaphors effective in making complex strategy concepts more relatable to students. Through the process of analogical encoding, this conceptual study argues that the medical analogy holds promise for effective scaffolding of students' learning, demystifying abstracts and making them more relatable in addition to structuring thinking across domains as well as promoting critical thinking, decision-making, creativity, problem-solving, collaboration and communication skills - key 21st century skills sought by industry. By leveraging familiar medical analogies, teachers or educators can promote learner-centred authentic learning, simultaneously enhancing the students' learning experience.

Background: The concept of 'learner voice' has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making. Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape. Method: A consultative participation approach was adopted with Grades 2-4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded. Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary 'with' learners around choices related to space, audience, and the alternative 'hat' of the facilitating teacher. Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation. Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.

School management committees' (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members' limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to high quality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members' knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members' capacity for sustained school improvement through education policy initiatives at the district and school levels.

In a higher education context, students are expected to take charge of their learning by deciding "what" to learn and "how" to learn. While the learning analytics (LA) community has seen increasing research on the "how" to learn part (i.e., researching methods for supporting students in their learning journey), the "what" to learn part is still underinvestigated. We present a case study of curriculum analytics and its application to a dataset of 243 students of the bachelor's program in the broad discipline of health sciences to explore the effects of course choices on students' academic performance. Using curriculum metrics such as grading stringency, course temporal position, and duration, we investigated how course choices differed between high- and low-performing students using both temporal and sequential analysis methods. We found that high-performing students were likely to pick an elective course of low difficulty. It appeared that these students were more strategic in terms of their course choices than their low-performing peers. Generally, low-performing students seemed to have made suboptimal choices when selecting elective courses; e.g., when they picked an elective course of high difficulty, they were less likely to pick a following course of low difficulty. The findings of this study have design implications for researchers, program directors, and coordinators, because they can use the results to (i) update the course sequencing, (ii) guide students about course choices based on their current GPA (such as through course recommendation dashboards), (iii) identify bottleneck courses, and (iv) assist higher education institutions in planning a more balanced course roadmap to help students manage their workload effectively.

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

The objective of this study is twofold: 1) To examine the current situations, desired conditions, and requirements for participation in quality assurance efforts of small schools under the Office of the Basic Education Commission; 2) To explore developmental guidelines for enhancing the quality assurance practices of these educational institutions. The research methodology involved: 1) surveying to assess the current situations, desired conditions, and essential requirements; and 2) investigating development guidelines embedded in the working processes of three schools with the best educational assurance practices. The sample groups included 385 persons who were school administrators and teachers. Research tools included a survey form, interview forms, and an assessment form, which was verified and approved by nine qualified individuals. Data analysis involved content validation and factor analysis. The statistics also indicated the correctness, appropriateness, feasibility, and utility of the information. The statistical techniques used in the research included basic statistics and the analysis of essential requirements. The findings of the study revealed the following: 1) The current situation of the participation in educational quality assurance efforts of the small schools was rated at a moderate level, with the highest level of the desired conditions. An area of the requirements that was rated with the highest score of development priority was active participation in quality assurance; 2) The developmental guidelines for quality assurance practices in educational institutions encompassed five domains with a total of 16 strategies. The experts' evaluation of these domains indicated a high level of accuracy, while appropriateness, feasibility, and utility were scored at the highest level.

The objectives of this mixed-method study were to develop strategies for sustainable leadership of school administrators under the Secondary Educational Service Area Office Nakhon Phanom. There were 4 research methods: phase I) identify the components of sustainable leadership of school administrators by interviewing 5 experts and confirming factors by 5 experts, phase II) develop strategies for sustainable leadership in a focus group including 7 people, phase III) validate the appropriateness, feasibility and utility of sustainable leadership development by collected of data which comprised 84 school administrators using multi-stage random sampling, and phase IV) produce a user manual of strategies by 5 experts for validate the appropriateness of user manual. The findings were as follows: I) There were four main components in the sustainable leadership of school administrators, namely 1) depth 2) breadth 3) vision, and 4) media literacy. All of the components have appropriateness at the highest level and feasibility at the high. II) The strategies for the development of sustainable leadership of school administrators comprised a vision, 6 missions, 6 objectives, 7 strategies, 61 operational approaches, and 25 indicators. III) The appropriateness, feasibility, and utility of the strategies for the development of sustainable leadership of school administrators were at the highest level. IV) The user manual of the strategies for the development of sustainable leadership of school administrators obtained the overall appropriateness at the highest level.

This research overview investigates the global impact of the COVID-19 pandemic on education, focusing on challenges encountered during the shift to online learning. Drawing insights from studies in New Zealand, Oman, Malaysia, and Germany, the overview explores diverse experiences of educators and students. The abrupt transition to online learning revealed significant challenges, as indicated by various studies. Opportunities for positive changes in education systems are emphasized, advocating for a reimagining of education through innovative practices. This literature review identifies practical and effective strategies for online education, including fostering a sense of community, providing personalized support and feedback, accommodating divers e-learner needs, and considering the learning environment and cognition. Insights from various studies underscore the importance of these practices in overcoming challenges and improving online education quality.

This paper aims to determine the challenges and recommendations of an effective writing retreat, investigated from the attendees' experiences and the facilitators of writing retreats held by an accounting college of an (Open distance e-learning) ODeL institution from 2016 to 2022. The researchers purposively sampled sixteen researchers for interviews from the attendees of the writing retreats, namely--four proven researchers, four emerging researchers, eight developing researchers--and two organisers. The researchers captured the participants' experiences during the writing retreats, challenges, and recommendations for an effective writing retreat. The findings reveal that writing retreats face budget approval issues, undefined objectives, noise, unfocused attendees and non-stop emails and calls from work. Recommendations for effective writing retreats were: organisers need timely budgetary support from the organisation, researchers need subject experts, peer review, ongoing support, accountability, clear retreat objectives, and attendees setting pre-retreat goals to improve the retreat's success. Additionally, a far-from-home venue and tranquil environment are important.

The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups' credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years' experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration. The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.

This study has two main objectives: (1) to analyze how different constituencies (students, teachers, and community partners) in service-learning courses at VU Amsterdam (Netherlands) responded to the COVID-19 crisis during the first outbreak and (2) to investigate the effects of these responses on reciprocal interactions between them. Our results show that the switch to an online environment caused a high burden on teachers. However, their motivation, adaptability, and creativity have been essential to safeguard students' academic outcomes and the benefit to community partners. Also, the responses to the COVID-19 crisis have created opportunities for urgent and relevant community-based activities and for new conceptualizations of community. This article presents the current state of the impact of a crisis situation on experiential pedagogies such as service-learning and provides recommendations on how to safeguard different types of reciprocity in an online environment and better respond to crises in the future.

Local leaders are essential for helping Michigan achieve its 30-year water strategy goals. The Michigan Water School is an Extension nonformal educational program to address the knowledge gap of local leaders. We evaluated programs conducted from 2017 to 2019. Results revealed program outcomes in knowledge, attitudes, perceptions of criticalness to work, and stewardship and behavioral intentions aligned to water quality, water quantity, and field experience units. Growth areas for program improvement include water policy, economics, planning, and finance as well as expanding the focus of the program for transformational leadership and to broaden recruitment efforts.

The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

Well-designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th-grade students' (N = 760) in-game performance (i.e., strategy efficiency, mathematical validity of the first action, mathematical errors) and help-seeking behaviours (i.e., hint requests) correlated with their algebraic knowledge in an online mathematics game. The k-means cluster analysis identified four groups of students based on their in-game metrics, and some variabilities in their in-game performance were found. Although hint requests were available, only a few students showed a high percentage of hint requests during their gameplay. The regression analysis revealed that students' in-game performance and help-seeking behavioural patterns explained a significant amount of variance in students' algebraic knowledge above and beyond their prior knowledge. Our results suggest that how students interact with the online learning game is related to their later math performance, and qualitative aspects of student behaviours captured using log data provide meaningful information to students' algebraic understanding.