Pub Date : 2024-09-18DOI: 10.1177/13654802241281185
Şenol Demirtaş, Necdet Karasu, Kemal Afacan, Çığıl Aykut, Mehmet Baki Karahan, Cihan Sert
The causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.
{"title":"Integrating pro-environmental behaviors into school-wide positive behavioral interventions and supports for creating green schools","authors":"Şenol Demirtaş, Necdet Karasu, Kemal Afacan, Çığıl Aykut, Mehmet Baki Karahan, Cihan Sert","doi":"10.1177/13654802241281185","DOIUrl":"https://doi.org/10.1177/13654802241281185","url":null,"abstract":"The causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142252557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/13654802231174986
C. Kearney, J. Childs
School attendance and absenteeism are critical targets of educational policies and practices that often depend heavily on aggregated attendance/absenteeism data. School attendance/absenteeism data in aggregated form, in addition to having suspect quality and utility, minimizes individual student variation, distorts detailed and multilevel modeling, and obscures underlying causes and disparities of absenteeism. Recent advances in data analytics/mining and modeling may assist researchers and other stakeholders by evaluating large-scale data sets in more targeted ways to identify key root causes and patterns of school absenteeism in a particular community, school, or group of students. This would allow for more accurate educational policies tailored to unique local conditions and student/family circumstances. This article provides a summary of recent algorithm- and model-based efforts in this regard. Algorithm-based efforts include classification and regression tree analysis, ensemble analysis, support vector machines, receiver operating characteristic analysis, and random forests. Model-based efforts include multilevel modeling, structural equation modeling, latent class analysis, and meta-analytic modeling. We then illustrate how these efforts can enhance a full and nuanced understanding of the root, interconnected causes of absenteeism, improve early warning systems, and assist multi-tiered systems of support interventions for absenteeism.
{"title":"Translating sophisticated data analytic strategies regarding school attendance and absenteeism into targeted educational policy","authors":"C. Kearney, J. Childs","doi":"10.1177/13654802231174986","DOIUrl":"https://doi.org/10.1177/13654802231174986","url":null,"abstract":"School attendance and absenteeism are critical targets of educational policies and practices that often depend heavily on aggregated attendance/absenteeism data. School attendance/absenteeism data in aggregated form, in addition to having suspect quality and utility, minimizes individual student variation, distorts detailed and multilevel modeling, and obscures underlying causes and disparities of absenteeism. Recent advances in data analytics/mining and modeling may assist researchers and other stakeholders by evaluating large-scale data sets in more targeted ways to identify key root causes and patterns of school absenteeism in a particular community, school, or group of students. This would allow for more accurate educational policies tailored to unique local conditions and student/family circumstances. This article provides a summary of recent algorithm- and model-based efforts in this regard. Algorithm-based efforts include classification and regression tree analysis, ensemble analysis, support vector machines, receiver operating characteristic analysis, and random forests. Model-based efforts include multilevel modeling, structural equation modeling, latent class analysis, and meta-analytic modeling. We then illustrate how these efforts can enhance a full and nuanced understanding of the root, interconnected causes of absenteeism, improve early warning systems, and assist multi-tiered systems of support interventions for absenteeism.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/13654802231175398
Laura Teichert, Susan V. Piazza, Jennifer Hinga
The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as school closures across the state (and globe) forced education to operate in virtual classrooms. Given the continued need for online learning, it is necessary to examine the perspectives and experiences of teachers who worked throughout the school closures of spring 2020 and to identify ways to better support both teachers and students as they navigate virtual learning. The purpose of this exploratory qualitative study was to investigate K-12 teachers’ experiences shifting their classrooms online and their overall perspectives on the use of digital literacies as a central part of student learning. Reported in this paper are the survey results from 389 teachers’ perceptions of their effectiveness during the Covid-19 pandemic during the semester spring of 2020. Additionally, a randomly selected a subset of 12 elementary and 13 secondary teachers’ semi-structured interviews were analyzed. Unsurprisingly, teachers reported many challenges meeting their students’ needs as they transitioned to online learning. Findings revealed students who lacked access to reliable Internet and digital devices. Even when access was not an issue, students lacked the necessary digital literacy skills to navigate their online education. Teachers reported many challenges associated with online learning, particularly those related to student engagement, communication, and shifting pedagogies online. Therefore, there is a need for schools and curricula to include operational digital literacy skills earlier in formal education settings, and to prioritize these skills even when face-to-face instruction resumes.
{"title":"Teachers’ digital pedagogies and experiences in virtual classrooms","authors":"Laura Teichert, Susan V. Piazza, Jennifer Hinga","doi":"10.1177/13654802231175398","DOIUrl":"https://doi.org/10.1177/13654802231175398","url":null,"abstract":"The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as school closures across the state (and globe) forced education to operate in virtual classrooms. Given the continued need for online learning, it is necessary to examine the perspectives and experiences of teachers who worked throughout the school closures of spring 2020 and to identify ways to better support both teachers and students as they navigate virtual learning. The purpose of this exploratory qualitative study was to investigate K-12 teachers’ experiences shifting their classrooms online and their overall perspectives on the use of digital literacies as a central part of student learning. Reported in this paper are the survey results from 389 teachers’ perceptions of their effectiveness during the Covid-19 pandemic during the semester spring of 2020. Additionally, a randomly selected a subset of 12 elementary and 13 secondary teachers’ semi-structured interviews were analyzed. Unsurprisingly, teachers reported many challenges meeting their students’ needs as they transitioned to online learning. Findings revealed students who lacked access to reliable Internet and digital devices. Even when access was not an issue, students lacked the necessary digital literacy skills to navigate their online education. Teachers reported many challenges associated with online learning, particularly those related to student engagement, communication, and shifting pedagogies online. Therefore, there is a need for schools and curricula to include operational digital literacy skills earlier in formal education settings, and to prioritize these skills even when face-to-face instruction resumes.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42722679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/13654802221134837
T. Allen
This edition of Improving Schools covers core ground towards understanding contextual nuance of school improvement as well as exploration of interventions and actions towards addressing student experience in a range of challenging environments. Articles from a diverse range of country contexts, in their different ways, highlight the need for collaboration at various levels such as across teacher and professional learning and between differing services and agencies. The influence and nuance of national and community context forms a strong thread across this edition.
{"title":"Editorial","authors":"T. Allen","doi":"10.1177/13654802221134837","DOIUrl":"https://doi.org/10.1177/13654802221134837","url":null,"abstract":"This edition of Improving Schools covers core ground towards understanding contextual nuance of school improvement as well as exploration of interventions and actions towards addressing student experience in a range of challenging environments. Articles from a diverse range of country contexts, in their different ways, highlight the need for collaboration at various levels such as across teacher and professional learning and between differing services and agencies. The influence and nuance of national and community context forms a strong thread across this edition.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48192550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1017/s1323892200001253
T. Allen
A clinical care pathway for von Hippel–Lindau management has been developed by von Hippel–Lindau experts and patients. In this retrospective cohort study, 65 women with PTEN Hamartoma Tumor Syndrome (PHTS) were included, of which 39 were enrolled in the breast cancer (BC) surveillance program and underwent annual breast magnetic resonance imaging and mammography. Performance measures of BC surveillance were adequate, the cancer detection rate was high (45/1000 rounds), and BCs detected during surveillance were more often early stage compared with BCs detected outside surveillance. BC surveillance in women with PHTS is effective because it contributes to the detection of early-stage BCs. 2 show that phase 3 trials comparing adjuvant therapies to observation are at risk for informative censoring that could potentially impact interpretation of study results. according to the most relevant prognostic features could better defi ne the biological behavior of the disease and thus allow better tailoring of adjuvant treatment. Human papillomavirus (HPV)-positive nasopharyngeal carcinoma (NPC) and Epstein–Barr virus (EBV)-positive NPC seem to be mutually exclusive diseases, and p16/HPV testing is helpful in EBV-negative NPC to elucidate potential viral etiology. HPV-positive NPC presents with a greater local symptom burden compared with EBV-positive NPC and HPV-positive oropharyngeal carcinoma, but outcomes are similar. Presence of TP53 mutations in acute myeloid leukemia (AML) are associated with an inferior outcome after an allogeneic stem cell transplant. This data demonstrates inferior overall survival post allograft in TP53 mutant AML is seen only in the presence of chromosome 17p loss or complex karyotype. In the absence of prospective data, this retrospective analysis of fi rst-line cytotoxic chemotherapy in advanced intra-abdominal well-differentiated/dedifferentiated liposarcoma (WDLPS) confi rms marginal activity of anthracycline monotherapy (overall response rate [ORR], 6%; median progression-free survival [m-PFS], 4 months), whereas doxorubicin-ifosfamide appeared more active (but not statistically signifi cant; ORR, 22%; m-PFS, 12 months). This retrospective study provides a benchmark for future trials on new drugs in WDLPS. conduct the Linxian Dysplasia Nutrition Intervention Trial. The purpose of this report is to update the results of this randomized, double-blind, placebo-controlled trial after nearly 35 years of follow-up and provide evidence for the effect of multivitamin supplementation on health. This report is the fi rst clinical trial to describe the use of a poly(ADP-ribose) polymerase inhibitor as monotherapy in children. Olaparib was well tolerated, with preliminary antitumor responses observed in DNA damage response–defective pediatric tumors. The authors present results from a validation study of an innovative pharmacogenomic tool to predict effective chemotherapeutic drug therapy for patients with advanced pancreatic cancer bas
von Hippel-Lindau的专家和患者开发了一种用于von Hipel-Lindau管理的临床护理途径。在这项回顾性队列研究中，纳入了65名患有PTEN错构瘤肿瘤综合征（PHTS）的女性，其中39人参加了乳腺癌症（BC）监测计划，并接受了年度乳腺磁共振成像和乳房X光检查。BC监测的绩效指标是充分的，癌症检测率很高（45/1000轮），与监测外检测到的BC相比，在监测期间检测到的BCs更多地处于早期阶段。PHTS妇女的BC监测是有效的，因为它有助于早期BC的检测。2表明，将辅助治疗与观察进行比较的3期试验存在信息审查的风险，这可能会影响对研究结果的解释。根据最相关的预后特征可以更好地定义疾病的生物学行为，从而更好地调整辅助治疗。人乳头瘤病毒（HPV）阳性的鼻咽癌（NPC）和EB病毒（EBV）阳性的NPC似乎是相互排斥的疾病，p16/HPV检测有助于EBV阴性的NPC阐明潜在的病毒病因。与EBV阳性NPC和HPV阳性口咽癌相比，HPV阳性NPC表现出更大的局部症状负担，但结果相似。急性髓系白血病（AML）中TP53突变的存在与异基因干细胞移植后的不良结果有关。该数据表明，只有在染色体17p缺失或复杂核型的情况下，TP53突变型AML的移植物后总生存率较低。在缺乏前瞻性数据的情况下，这项对晚期腹腔内高分化/去分化脂肪肉瘤（WDLPS）一线细胞毒性化疗的回顾性分析证实了蒽环类药物单药治疗的边际活性（总有效率[ORR]，6%；中位无进展生存期[m-PFS]，4个月），而多柔比星异环磷酰胺似乎更具活性（但无统计学意义；ORR，22%；m-PFS，12个月）。这项回顾性研究为未来WDLPS新药试验提供了一个基准。开展临县发育不良营养干预试验。本报告的目的是更新经过近35年随访的这项随机、双盲、安慰剂对照试验的结果，并为补充多种维生素对健康的影响提供证据。本报告是首次描述在儿童中使用聚ADP核糖聚合酶抑制剂作为单一疗法的临床试验。奥拉帕尼耐受性良好，在DNA损伤反应-缺陷儿童肿瘤中观察到初步的抗肿瘤反应。作者介绍了一项创新药物基因组工具的验证研究结果，该工具基于循环肿瘤和从外周血中分离的侵袭细胞的分布，预测晚期癌症患者的有效化疗药物治疗。结果表明，简单的血液检测可以指导癌症的个体化治疗方法，从而提高两种标准一线化疗方案的生存率。尽管末端诱导反应不佳的高危神经母细胞瘤患者通常在自体干细胞移植（ASCT）巩固前接受桥接治疗，但这种方法的有效性尚未得到评估。在这项回顾性多机构研究中，与直接接受ASCT的患者相比，接受桥接治疗的转移部位终末诱导稳定疾病患者的无事件生存率（EFS）显著提高，并且与残留转移性疾病的患者相比，在诱导治疗后具有完全转移反应但未进行ASCT的患者具有显著更好的3年EFS。
{"title":"Editorial","authors":"T. Allen","doi":"10.1017/s1323892200001253","DOIUrl":"https://doi.org/10.1017/s1323892200001253","url":null,"abstract":"A clinical care pathway for von Hippel–Lindau management has been developed by von Hippel–Lindau experts and patients. In this retrospective cohort study, 65 women with PTEN Hamartoma Tumor Syndrome (PHTS) were included, of which 39 were enrolled in the breast cancer (BC) surveillance program and underwent annual breast magnetic resonance imaging and mammography. Performance measures of BC surveillance were adequate, the cancer detection rate was high (45/1000 rounds), and BCs detected during surveillance were more often early stage compared with BCs detected outside surveillance. BC surveillance in women with PHTS is effective because it contributes to the detection of early-stage BCs. 2 show that phase 3 trials comparing adjuvant therapies to observation are at risk for informative censoring that could potentially impact interpretation of study results. according to the most relevant prognostic features could better defi ne the biological behavior of the disease and thus allow better tailoring of adjuvant treatment. Human papillomavirus (HPV)-positive nasopharyngeal carcinoma (NPC) and Epstein–Barr virus (EBV)-positive NPC seem to be mutually exclusive diseases, and p16/HPV testing is helpful in EBV-negative NPC to elucidate potential viral etiology. HPV-positive NPC presents with a greater local symptom burden compared with EBV-positive NPC and HPV-positive oropharyngeal carcinoma, but outcomes are similar. Presence of TP53 mutations in acute myeloid leukemia (AML) are associated with an inferior outcome after an allogeneic stem cell transplant. This data demonstrates inferior overall survival post allograft in TP53 mutant AML is seen only in the presence of chromosome 17p loss or complex karyotype. In the absence of prospective data, this retrospective analysis of fi rst-line cytotoxic chemotherapy in advanced intra-abdominal well-differentiated/dedifferentiated liposarcoma (WDLPS) confi rms marginal activity of anthracycline monotherapy (overall response rate [ORR], 6%; median progression-free survival [m-PFS], 4 months), whereas doxorubicin-ifosfamide appeared more active (but not statistically signifi cant; ORR, 22%; m-PFS, 12 months). This retrospective study provides a benchmark for future trials on new drugs in WDLPS. conduct the Linxian Dysplasia Nutrition Intervention Trial. The purpose of this report is to update the results of this randomized, double-blind, placebo-controlled trial after nearly 35 years of follow-up and provide evidence for the effect of multivitamin supplementation on health. This report is the fi rst clinical trial to describe the use of a poly(ADP-ribose) polymerase inhibitor as monotherapy in children. Olaparib was well tolerated, with preliminary antitumor responses observed in DNA damage response–defective pediatric tumors. The authors present results from a validation study of an innovative pharmacogenomic tool to predict effective chemotherapeutic drug therapy for patients with advanced pancreatic cancer bas","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s1323892200001253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.1177/13654802221082477
Grethe Ingebrigtsvold Sæbø, Jorunn H. Midtsundstad
This article presents findings from an innovation research project titled School-In, focusing on school staff’s reflection. Teachers in four schools participated in focus group discussions in the beginning and at the end of the innovation. Wackerhausen’s theory is used to understand reflection and how it develops in professional learning communities. Findings from the study indicate: (1) in the beginning of the innovation, reflection mainly of first order – focusing on how things are or should have been, and (2) at the end of the innovation, reflection mainly of second order – critical reflection on the school’s practices. Change is promoted by use of different reflective work forms in mixed groups, focusing on collective capacity and common expectations. The innovation releases teachers’ knowledge and experiences, enabling them to carry out second-order reflection and to critically analyzing their personal and the school’s practice.
{"title":"How can critical reflection be promoted in professional learning communities? Findings from an innovation research project in four schools","authors":"Grethe Ingebrigtsvold Sæbø, Jorunn H. Midtsundstad","doi":"10.1177/13654802221082477","DOIUrl":"https://doi.org/10.1177/13654802221082477","url":null,"abstract":"This article presents findings from an innovation research project titled School-In, focusing on school staff’s reflection. Teachers in four schools participated in focus group discussions in the beginning and at the end of the innovation. Wackerhausen’s theory is used to understand reflection and how it develops in professional learning communities. Findings from the study indicate: (1) in the beginning of the innovation, reflection mainly of first order – focusing on how things are or should have been, and (2) at the end of the innovation, reflection mainly of second order – critical reflection on the school’s practices. Change is promoted by use of different reflective work forms in mixed groups, focusing on collective capacity and common expectations. The innovation releases teachers’ knowledge and experiences, enabling them to carry out second-order reflection and to critically analyzing their personal and the school’s practice.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/13654802221089102
Md. Rezwanur Rahman
At this time of great uncertainty, we begin the first edition of this volume with papers grounded in areas of central interest to Improving Schools. This edition includes insights into the potential of creativity in learning, with evidence of cognitive as well as emotional credit for learners; holistic and integrated approaches to improving education are also discussed in many of the papers in this edition, these are especially apt in circumstances of disruption and disconnection; matters of agency and inclusion are also apparent across many of the articles, offering a deep-rooted and nuanced approach to improving schools. Demetriou and Nicholl (UK) commence with an examination of creativity in the classroom, taking a theoretical glimpse into the scope of creative learning alongside a mixed methods empirical study into creativity in the classroom. They observed additional emotional and cognitive gains for learners where there is a strong level of creative engagement involved in learning tasks. They also highlight the added impact of creativity when it is tied to empathetic engagement and increased understanding of audience needs. Their study suggests that both emotional and cognitive development occur through creative and empathetic learning, impacting on student development in a holistic way. Noltemeyer and colleagues (USA) focus their attention on the role of learner motivation and engagement in schools, in recognition of positive impacts on student personal and academic improvement over time. They look specifically at the Positive Behavioral Interventions and Supports (PBIS) framework as a possible means of enacting a holistic approach to influencing learner outcomes. They explore both contextual and individual level variables impacting on student motivation and engagement and propose potential advances in the application of PBIS. O’Brien and Colleagues (Ireland) examine the role of students in school self-evaluation activity. O’Brien and colleagues’ case study positioned students as active researchers in self-evaluation of the school, with students involved in gathering data and partnering with staff in decision-making. Adams and Myran (USA) further recognise the absence of pupil, parent and community voices within education spaces. In their article, they focus on the area of early childhood education in which the potential for parents to make a powerful influence as highly ‘credible knowers’ is largely untapped. Bzour, Zuki and Mispan (Palestine) explore issues of student drop-out. Their empirical study involved students, parents and teachers. Family context, socio-economic circumstances, school culture and the nature of sanctions, student orientation and sense of belonging were often visible factors that coalesced in incidences of drop-out. Vasallo (Malta) discusses the way school leaders’ values relating to multiculturalism and diversity are enacted in everyday practices and routines in schools. They discuss actions and attributes that hav
{"title":"Editorial","authors":"Md. Rezwanur Rahman","doi":"10.1177/13654802221089102","DOIUrl":"https://doi.org/10.1177/13654802221089102","url":null,"abstract":"At this time of great uncertainty, we begin the first edition of this volume with papers grounded in areas of central interest to Improving Schools. This edition includes insights into the potential of creativity in learning, with evidence of cognitive as well as emotional credit for learners; holistic and integrated approaches to improving education are also discussed in many of the papers in this edition, these are especially apt in circumstances of disruption and disconnection; matters of agency and inclusion are also apparent across many of the articles, offering a deep-rooted and nuanced approach to improving schools. Demetriou and Nicholl (UK) commence with an examination of creativity in the classroom, taking a theoretical glimpse into the scope of creative learning alongside a mixed methods empirical study into creativity in the classroom. They observed additional emotional and cognitive gains for learners where there is a strong level of creative engagement involved in learning tasks. They also highlight the added impact of creativity when it is tied to empathetic engagement and increased understanding of audience needs. Their study suggests that both emotional and cognitive development occur through creative and empathetic learning, impacting on student development in a holistic way. Noltemeyer and colleagues (USA) focus their attention on the role of learner motivation and engagement in schools, in recognition of positive impacts on student personal and academic improvement over time. They look specifically at the Positive Behavioral Interventions and Supports (PBIS) framework as a possible means of enacting a holistic approach to influencing learner outcomes. They explore both contextual and individual level variables impacting on student motivation and engagement and propose potential advances in the application of PBIS. O’Brien and Colleagues (Ireland) examine the role of students in school self-evaluation activity. O’Brien and colleagues’ case study positioned students as active researchers in self-evaluation of the school, with students involved in gathering data and partnering with staff in decision-making. Adams and Myran (USA) further recognise the absence of pupil, parent and community voices within education spaces. In their article, they focus on the area of early childhood education in which the potential for parents to make a powerful influence as highly ‘credible knowers’ is largely untapped. Bzour, Zuki and Mispan (Palestine) explore issues of student drop-out. Their empirical study involved students, parents and teachers. Family context, socio-economic circumstances, school culture and the nature of sanctions, student orientation and sense of belonging were often visible factors that coalesced in incidences of drop-out. Vasallo (Malta) discusses the way school leaders’ values relating to multiculturalism and diversity are enacted in everyday practices and routines in schools. They discuss actions and attributes that hav","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to characterize those schools in the Autonomous Community of the Basque Country (Spain) with high numbers of immigrant students in accordance with their effectiveness level (high or low). Three effectiveness criteria (scores, residuals, and times) were used to select the schools, resulting in three models: a ceiling or floor effect model, a contextualized cross-sectional model, and a contextualized longitudinal model. Of the 524 initial schools analyzed, 7 were found to have high or low effectiveness levels and higher-than-average immigration levels. Following the selection, the discourses of 40 education stakeholders were analyzed through semi-structured interviews and discussion groups. The results highlight the strong sense of vulnerability felt in some schools, as well as the general conviction that greater support, commitment, and stable, collaborative leadership by the management team and inspectorate would contribute to improving effectiveness.
{"title":"The perception of stakeholders regarding the outcomes achieved by schools with high or low levels of effectiveness and high numbers of immigrant students","authors":"Nahia Intxausti-Intxausti, Eider Oregui-González, Verónica Azpillaga-Larrea","doi":"10.1177/13654802211056870","DOIUrl":"https://doi.org/10.1177/13654802211056870","url":null,"abstract":"The aim of this study was to characterize those schools in the Autonomous Community of the Basque Country (Spain) with high numbers of immigrant students in accordance with their effectiveness level (high or low). Three effectiveness criteria (scores, residuals, and times) were used to select the schools, resulting in three models: a ceiling or floor effect model, a contextualized cross-sectional model, and a contextualized longitudinal model. Of the 524 initial schools analyzed, 7 were found to have high or low effectiveness levels and higher-than-average immigration levels. Following the selection, the discourses of 40 education stakeholders were analyzed through semi-structured interviews and discussion groups. The results highlight the strong sense of vulnerability felt in some schools, as well as the general conviction that greater support, commitment, and stable, collaborative leadership by the management team and inspectorate would contribute to improving effectiveness.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47395691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1177/13654802211056876
Laura Mielityinen, Noora Ellonen, R. Ikonen, E. Paavilainen
This article examines how maltreatment experienced by adolescents is related to school engagement. Maltreatment includes physical, mental, and sexual violence along with sexual harassment, neglect, and witnessing domestic violence. School engagement refers to the students’ relationship to all activities in the school. It describes students’ thoughts, activities and participation as well as their emotions in relation to school. Analysis is based on the Finnish School Health Promotion data (N = 155,299) and analyzed by linear regression analysis. Results indicate that adolescents’ maltreatment experiences are related to school engagement, regardless of gender, age, family structure, or immigrant background. Maltreatment increases functional engagement and decreases emotional and cognitive engagement. These results thus confirm that maltreatment can also cause immersion in schoolwork. The results can be used to prevent lower school engagement and maltreatment of adolescents.
{"title":"Examining adolescent maltreatment and connections to school engagement","authors":"Laura Mielityinen, Noora Ellonen, R. Ikonen, E. Paavilainen","doi":"10.1177/13654802211056876","DOIUrl":"https://doi.org/10.1177/13654802211056876","url":null,"abstract":"This article examines how maltreatment experienced by adolescents is related to school engagement. Maltreatment includes physical, mental, and sexual violence along with sexual harassment, neglect, and witnessing domestic violence. School engagement refers to the students’ relationship to all activities in the school. It describes students’ thoughts, activities and participation as well as their emotions in relation to school. Analysis is based on the Finnish School Health Promotion data (N = 155,299) and analyzed by linear regression analysis. Results indicate that adolescents’ maltreatment experiences are related to school engagement, regardless of gender, age, family structure, or immigrant background. Maltreatment increases functional engagement and decreases emotional and cognitive engagement. These results thus confirm that maltreatment can also cause immersion in schoolwork. The results can be used to prevent lower school engagement and maltreatment of adolescents.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46100841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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