Improving Schools最新文献_第3页

High school students as researchers about their school: exploring its potential for choices and skills 高中生作为他们学校的研究者:探索其选择和技能的潜力

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-04-01 DOI: 10.1177/13654802211001967

Ana Cristina Torres, A. Mouraz

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences.

本文介绍了教育科学研究人员与高中生之间的伙伴关系，并讨论了学生对承担教育科学研究人员角色的影响的看法。这些伙伴关系的建立是为了开发一个项目，在这个项目中，高中生与学术研究人员合作研究他们学校的日常生活。介绍了合作伙伴，以及合作伙伴关系和支持学生研究人员开发项目的步骤。根据学生的声音文献，对学生的产品和关于他们经历的观点进行定性评估，研究人员指出，这些伙伴关系对于学生参与与同龄人、教师和研究人员讨论教育轨迹和路径选择的潜力。此外，学生的看法表明他们的探究技能和对教育科学研究的重视有所提高。本文通过讨论让学生成为学校问题研究人员的过程，以及强调学生声音对早期意识和认识教育科学研究的重要性，增加了关于学校学生声音的现有文献。

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引用次数: 1

Causes and remedies for secondary school dropout in Palestine 巴勒斯坦中学辍学的原因和补救措施

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-03-27 DOI: 10.1177/13654802211004067

M. Bzour, F. M. Zuki, M. Mispan

This study was conducted to assess the experience and causes of school dropout among public secondary (high) schools in Palestine, and to explore processes to combat this. We identify the factors and illustrate a conceptual model for student dropout from school. This involves diverse factors including family background, teachers, school’s environment, student role. This paper recommends that policies to prevent early school leaving require multi-perspectival targeting, involving individual, school, community and family. Among actions which would reduce dropout, we identify plans for eliminating illiteracy, developing a good interpersonal relationship with students, and strengthening community participation in educational programmes.

进行这项研究是为了评估巴勒斯坦公立中学（高中）辍学的经历和原因，并探索解决这一问题的过程。我们确定了这些因素，并举例说明了学生辍学的概念模型。这涉及多种因素，包括家庭背景、教师、学校环境、学生角色。本文建议，防止提前离校的政策需要多角度的针对性，包括个人、学校、社区和家庭。在减少辍学的行动中，我们确定了扫盲计划、与学生建立良好的人际关系以及加强社区对教育方案的参与。

引用次数: 1

Enhancing motivation and engagement within a PBIS framework 加强PBIS框架内的激励和参与

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-03-17 DOI: 10.1177/13654802211002299

Michael Petrasek, Anthony G. James, Amity Noltemeyer, Jennifer H. Green, Katelyn Palmer

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

一个激励和吸引人的学校环境与几个积极的学生成果有关。因此，学校有机会和责任促进一种文化，支持学生发展和保持他们的动机，参与和自我完善。促进这种文化的努力可以嵌入到积极行为干预和支持(PBIS)框架中。在本文中，我们首先描述动机和参与，并讨论这些概念在学校中的相关性。接下来，我们介绍了传统的PBIS框架，重点介绍了研究成果和核心特征。第三，我们提出了如何通过在学校环境中整合对关系、参与和动机的关注来增强PBIS。最后，我们为寻求实施这种方法的学校团队提出建议。

引用次数: 4

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling 领导群体:研究多元文化学校领导在追求公平教育中的特点

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-03-05 DOI: 10.1177/1365480221999133

B. Vassallo

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their beliefs and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

寻求教育领导者实施社会和公平的教育需要持续的关键变革，而这些变革不能与当代教育话语和实践脱节。实施社会正义和公平的教育对冒险的梦想家来说是一个前所未有的挑战，他们小心翼翼地试图将自己的信仰和价值观转化为学校的日常任务，而不是策划未来的管理场景。这项研究试图探索小学领导在日常宣传多元文化教育原则以实现更公正和公平教育的斗争中的多方面作用。为此，采用了定性数据测量来确定研究参与者在多大程度上反映了对文献和研究问题的回顾。关键事件技术特别有用，因为它可以在相对较短的时间内从少数人那里收集多年内发生的大量事件。分析通过确定文化响应型领导实践和批判性种族理论的应用进行。研究结果确定了七个核心特征，这些特征存在于声称强烈遵守多元文化教育原则的学校领导中。这表明，需要新兴的教育领导力模式，以有效应对我们学校日益增加的多样性，并进一步建立多元文化教育领导力与公平教育之间的联系。

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引用次数: 1

The identification of multi-hazard situations in elementary school 小学多重危险情境的识别

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-03-02 DOI: 10.1177/1365480221996695

E. Widowati, Wahyudi Istiono, A. H. Sutomo

This study aimed to identify various hazard risks which are related to children in schools. This study used a quantitative descriptive design. The sampling technique used was four stage stratified random sampling, with 329 elementary schools as the sample. The results identified various dangerous situations which are related to children and schools ranging from infectious diseases, natural disasters, violence against children and the dangers due to the absence of adequate safety at school. Dangers from natural disasters which could be identified were earthquake, volcano, flood, hurricane landslide, and drought as well as potential biological hazards such as contagion and caterpillar outbreak. Additionally, the dangers related to violence against children were fighting, extortion, physical violence, psychological violence, sexual violence, bullying, and stealing. Related to safety aspects at schools, there were dangerous situations caused by the activities of the children themselves which caused injuries, or other technical causes, such as fire, falling buildings/falling trees, food poisoning, and infectious diseases.

本研究旨在确定与学校儿童相关的各种危险风险。本研究采用定量描述性设计。所采用的抽样技术为四阶段分层随机抽样，样本为329所小学。研究结果确定了与儿童和学校有关的各种危险情况，包括传染病、自然灾害、对儿童的暴力行为以及由于学校缺乏足够的安全而造成的危险。可以确定的自然灾害的危险包括地震、火山、洪水、飓风滑坡和干旱，以及潜在的生物危害，如传染病和毛毛虫爆发。此外，与暴力侵害儿童有关的危险包括打架、勒索、身体暴力、心理暴力、性暴力、欺凌和偷窃。与学校的安全方面有关，存在由儿童自身活动造成的危险情况，这些活动会造成伤害，或其他技术原因，如火灾、建筑物/树木倒塌、食物中毒和传染病。

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引用次数: 1

Editorial 社论

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-03-01 DOI: 10.1177/1365480221992882

Terry Wrigley

The need for active professional engagement in educational change has been a constant issue in the school improvement literature for many decades. The articles in this issue provide an enriched understanding of this question, through research developed in different parts of the world, different school systems, a variety of curriculum areas, and for different groups of students. It raises issues such as the conditions for successful distributed leadership, the balance between cognitive and emotional aspects of organisations and relationships, engagement in policy making, coherent environments for curriculum development, partnerships with academic researchers, and the role of other professionals such as social workers. Mette Liljenberg and Ulf Blossing’s paper based on research in Sweden considers the relationship between school strategy aimed at improving the quality of education and the need to satisfy teachers’ professional needs and interests. The research had a particular focus on working in teams. Particular difficulties highlighted in this report include the use of meetings simply to transfer information; too many short-term improvement projects being introduced in response to external policy initiatives; distribution of leadership roles with inadequate clarification of purpose; discontinuity of understandings of the whole school’s development over time. The authors point to the incoherence and lack of direction that occurs when school leadership has too liberal an attitude, allowing teachers to go their own way. The crucial issue is to involve teachers fully in development of the whole school’s development strategy, to minimise the tension between personal desires and whole school improvement. Teacher collaboration is also a key issue for school improvement in Australia. Joanne Casey, Susan Simon and Wayne Graham consider the cognitive and emotional challenges of interacting with multiple colleagues, students and parents in the complex environment of secondary schools. It is too easy to adopt a ‘silo’ mentality to make one’s situation manageable. Australian secondary schools, like many English speaking countries, are based on a departmental staffing structure which cuts across the social organisation of students, creating obstacles to the flow of information. The authors engage in an interesting discussion and share ideas with implications for developing collaboration. Iman Tohidian and Saeed Ghiasi Nodooshan focus on teachers of English in Iranian schools. They discuss some of the reasons why central initiatives may be unsuccessful. In line with international findings about school improvement in many different circumstances, the need for teacher engagement in curriculum reforms is clear. The article explains that, whereas communication skills in realistic settings are a central aim, the school system is oriented to testing. Though policy makers have recognised the demands of globalization on language teaching, they are disconnected from te

几十年来，积极参与教育变革的专业需求一直是学校改进文献中的一个问题。本期文章通过在世界不同地区、不同学校系统、各种课程领域和不同学生群体进行的研究，丰富了对这个问题的理解。它提出了一些问题，如成功的分布式领导的条件、组织和关系的认知和情感方面之间的平衡、参与政策制定、课程开发的连贯环境、与学术研究人员的伙伴关系，以及社会工作者等其他专业人员的作用。Mette Liljenberg和Ulf Blossing的论文基于瑞典的研究，考虑了旨在提高教育质量的学校战略与满足教师专业需求和兴趣的需要之间的关系。这项研究特别注重团队合作。本报告强调的特别困难包括利用会议只是为了传递信息；为应对外部政策举措而推出的短期改善项目过多；领导角色的分配，目的说明不充分；随着时间的推移，对整个学校发展的理解不连续。作者指出，当学校领导层的态度过于自由，允许教师走自己的路时，就会出现不连贯和缺乏方向的情况。关键问题是让教师充分参与整个学校发展战略的制定，最大限度地减少个人愿望和整个学校进步之间的紧张关系。教师合作也是澳大利亚学校改进的一个关键问题。乔安妮·凯西（Joanne Casey）、苏珊·西蒙（Susan Simon）和韦恩·格雷厄姆（Wayne Graham）考虑了在复杂的中学环境中与多名同事、学生和家长互动的认知和情感挑战。采取“筒仓”心态来控制自己的处境太容易了。与许多英语国家一样，澳大利亚的中学建立在跨学生社会组织的部门人员配置结构的基础上，这给信息流动造成了障碍。作者们进行了有趣的讨论，并分享了对发展合作有意义的想法。Iman Tohidian和Saeed Ghiasi Nodoshan专注于伊朗学校的英语教师。他们讨论了中央举措可能失败的一些原因。根据国际上关于在许多不同情况下学校改进的研究结果，教师参与课程改革的必要性是显而易见的。文章解释说，尽管现实环境中的沟通技能是一个中心目标，但学校系统是以测试为导向的。尽管政策制定者已经认识到全球化对语言教学的要求，但他们与教师的工作脱节，未能利用教师的知识，特别是他们对年轻人兴趣的认识，以及培养对文化差异敏感性的必要性。作者们呼吁专业人士更加民主地参与政策，而不是集中的自上而下的改革。Krcrystalla Kyritsi和John Davis的第四篇论文探讨了在992882 IMP0010.1177/13654802219992882改进学校编辑编辑编辑2021的背景下，创造一种支持儿童创造力的连贯职业文化的重要性

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引用次数: 0

Development and validation of a scale to measure the resilience of schools: Perspectives of young people from vulnerable and challenging territories 制定和验证衡量学校弹性的量表:来自脆弱和具有挑战性地区的年轻人的观点

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-02-25 DOI: 10.1177/1365480221991742

Ana Milheiro Silva, Sofia Marques da Silva

This article presents the development and validation of a scale for young people, which measures the resilience of schools in ensuring the educational pathways of students in vulnerable and challenging territories. This scale was developed within a national-level project, conducted in Portuguese border regions with Spain, which are peripheral contexts with economic, social, cultural, and educational disadvantages, but with locally-situated promising dynamics.

Resilient schools, from an ecological perspective, are sensitive and committed to their internal and external settings. These schools act as a whole to face problem solving and risk situations, while also needing to support youth educational pathways and fulfill their role. This is particularly important in contexts with territorial disparities and specificities, as is the case of border regions.

The Resilience Scale of Schools – Youth Version (RSS-Y) integrates dimensions related to schools’ focus and priorities, as well as practices and resources. Its development took into consideration that schools in vulnerable territories deal with specific constraints and fewer opportunities. In addition, this scale seeks to study the characteristics of resilience that young people identify in their schools and how they perceive their schools’ support.

This quantitative scale was developed following a multi-step approach and was applied to 3,968 young people (9th to 12th grade). It comprises 17 items, rated on a five-point Likert scale to assess agreement.

Statistical analysis ensure the internal consistency (Factor 1, α = .846; Factor 2, α = .845; Factor 3, α = .789) and the validity of this scale, indicating adequate psychometric properties to measure students’ perspectives on the resilience characteristics of schools. A Principal Component Analysis (PCA) proposes a three-factor structure that explains 57.393% of the total variance. A Confirmatory Factor Analysis (CFA) indicates that this model is a good fit with the data.

The RSS-Y can provide an important contribution to educational research developed in more deprived territories, but also to school contexts, since it recognizes the importance of schools’ differentiated approaches and highlights characteristics that promote the resilience and quality of schools.

本文介绍了年轻人量表的开发和验证，该量表衡量了学校在确保脆弱和具有挑战性地区学生的教育途径方面的弹性。该量表是在葡萄牙与西班牙的边境地区进行的一个国家级项目中开发的，该地区是经济、社会、文化和教育劣势的外围环境，但具有当地的前景动态。从生态学的角度来看，弹性学校是敏感的，并致力于其内部和外部环境。这些学校作为一个整体来面对解决问题和风险的情况，同时也需要支持青少年的教育途径并履行他们的角色。在存在领土差异和具体情况的情况下，如边界地区，这一点尤其重要。学校弹性量表-青少年版(RSS-Y)整合了与学校重点和优先事项以及实践和资源相关的维度。它的发展考虑到脆弱地区的学校面临特定的限制和较少的机会。此外，该量表旨在研究年轻人在学校中识别的弹性特征以及他们如何看待学校的支持。该定量量表采用多步骤方法开发，并应用于3,968名青少年(9至12年级)。它包括17个项目，按照李克特五分制来评估是否同意。统计分析保证了内部一致性(因子1，α = .846;因子2，α = 0.845;因子3，α = .789)和该量表的效度，表明有足够的心理测量属性来衡量学生对学校弹性特征的看法。主成分分析(PCA)提出了一个三因素结构，解释了总方差的57.393%。验证性因子分析(CFA)表明，该模型是一个很好的拟合数据。RSS-Y可以为贫困地区的教育研究做出重要贡献，也可以为学校环境做出重要贡献，因为它认识到学校差异化方法的重要性，并强调了促进学校恢复力和质量的特征。

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引用次数: 113

When death strikes early as often will: How counsellors and schools can support grieving pupils and students 当死亡如期而至时：辅导员和学校如何支持悲痛的学生

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-02-24 DOI: 10.1177/1365480221996847

G. Wango, Leila Mkameli Gwiyo

Death is inevitable and universal, and the corona virus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences in physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. Death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplain and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

死亡是不可避免和普遍的，而由于事故、艾滋病毒/艾滋病、癌症和自然灾害频发，冠状病毒病只会进一步加剧世界的不确定性。任何死亡后的丧亲之痛都是潜在的破坏性生活事件，对身心健康、人际关系和社会功能造成影响。死亡是一种相当奇怪、发人深省和具有挑战性的经历，尤其是在儿童和青少年的生活中。父母、兄弟姐妹、亲戚、老师、同学或朋友的死亡是一个相对较新的、具有挑战性的现象。与小学生和学生一起工作的人，包括教师、辅导员、学校牧师和社会工作者，需要准备好为那些经历丧亲之痛的人提供帮助。死亡是不可预测的，可能是自然发生的，可能是突然发生的，也可能是创伤性的。在一些情况下，有时需要在丧失亲人之前提供帮助，因为可能会预料到死亡，例如长期患病或发生致命事故。在所有情况下，学校的教师和辅导员在支持失去亲人的学生和学生方面发挥着关键作用。本文强调需要传授创伤后成长的学生和学生在学校，以应付丧亲之痛。

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引用次数: 1

Student absenteeism and ecological agency 学生缺勤与生态代理

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-02-05 DOI: 10.1177/1365480221992884

A. Kipp, J. Clark

The purpose of this article is to address student absenteeism through the theoretical lens of ecological agency and to encourage the use of ecological agency in a school setting to address student absenteeism more holistically. We align absenteeism research within the ecological agency framework and suggest that absenteeism is a manifestation of agency influenced by contextual factors unique to the student’s ecological context and reinforced through punishment. Observing absenteeism through the lens of ecological agency provides an alternative, unique viewpoint giving insight into the process of how students choose to engage in absenteeism based on their ecological factors. The article also intends to illustrate pragmatic use of viewing absenteeism through the lens of ecological agency by providing a sample of interventions that are used to resolve contextual factors and improve student attendance.

本文的目的是通过生态代理的理论视角来解决学生旷课问题，并鼓励在学校环境中使用生态代理来更全面地解决学生旷学问题。我们将旷课研究纳入生态能动性框架，并认为旷课是一种受学生生态环境特有的环境因素影响的能动性表现，并通过惩罚得到加强。通过生态机构的视角观察旷课现象，提供了一种替代的、独特的视角，让我们深入了解学生如何根据生态因素选择旷课的过程。文章还打算通过提供一个干预措施样本来说明从生态机构的角度看待旷课的实际使用，这些干预措施用于解决背景因素和提高学生出勤率。

引用次数: 4

Empathy is the mother of invention: Emotion and cognition for creativity in the classroom 同理心是发明之母:课堂上的情感和认知是创造之母

IF 1.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools

Pub Date : 2021-01-25 DOI: 10.1177/1365480221989500

H. Demetriou, B. Nicholl

According to the age-old proverb from Plato’s Republic: necessity is the mother of invention, the main motivation for creating new discoveries is the need for them. However, as well as the necessity factor, we argue that a very important aspect that influences invention and creativity is the empathy factor. This mixed methods research investigated the impact of empathy instruction on the social and emotional skills of creativity in the UK Design and Technology (D&T) classroom. Pupils in year 9 (aged 13 to 14 years) from two schools were assessed for their creativity levels using the Torrance Test of Creative Thinking (TTCT) both at the start and at the end of the academic school year. In the intervening period, whereas the control school continued as normal with its usual D&T lessons, the intervention school’s D&T lessons were replaced by a creativity tuition kit called Designing Our Tomorrow (DOT), which involves instruction in empathising. Pupils from year 7 (aged 11 to 12 years) in a third school were given the DOT task alone and interviewed about their experiences of it. Results showed that unlike the control school, whose emotional and cognitive creative scores in fact decreased over time, the intervention school increased in its levels of emotional and cognitive creativity, as measured by the TTCT. These quantitative as well as the subsequent qualitative interview findings and pupils’ portfolios suggest that creativity can be taught and particularly via instruction that advocates the importance of empathising with the subject matter. The findings are discussed in relation to the need for a holistic approach to teaching, where social, emotional and cognitive dimensions of teaching and learning are needed to complete and enhance the learning experience for the D&T classroom and beyond.

根据柏拉图《理想国》中的古老谚语:需要是发明之母，创造新发现的主要动机是对它们的需求。然而，除了必要性因素外，我们认为影响发明和创造力的一个非常重要的方面是移情因素。这项混合方法研究调查了共情教学对英国设计与技术(D&T)课堂上创造力的社会和情感技能的影响。来自两所学校的九年级学生(13至14岁)在学年开始和结束时使用托伦斯创造性思维测试(TTCT)评估他们的创造力水平。在这段时间里，对照学校照常上D&T课，而干预学校的D&T课被一套名为“设计我们的明天”(DOT)的创造性教学工具包所取代，其中包括移情教学。第三所学校7年级(11 - 12岁)的学生单独完成了DOT任务，并采访了他们的经历。结果显示，与控制学校不同，控制学校的情感和认知创造力得分实际上随着时间的推移而下降，干预学校的情感和认知创造力水平提高了，这是由TTCT测量的。这些定量以及随后的定性访谈结果和学生的作品集表明，创造力是可以教授的，特别是通过提倡对主题感同身受的重要性的教学。研究结果讨论了对整体教学方法的需求，其中需要教学和学习的社会，情感和认知维度来完成和增强D&T课堂内外的学习体验。

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引用次数: 9