Search results for: Educational environment
Page 4/5 43 items
The purpose of the study was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. This study suggests that teacher quality in high poverty, majority-minority school settings remains an important policy target for reform and improvement.
Updated: May. 30, 2010
This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. School composition is also associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, or “vertically,” due mainly to mechanisms that select students into different types of schools. The findings have implications for educational policy that concern the differential allocation of human and material resources and the stratification of students into different types of schools and school programs.
Updated: May. 26, 2010
Two different ways of thinking the public meaning of school education are derived from Arendt’s text on the crisis in education. In the first, the school is conceived of as the space/time of introduction, having a public role in giving access to the public sphere. In the second line of thinking, the school is by itself a public space/time: a space/time of suspension and profanation.
Updated: May. 25, 2010
University Teacher Competencies in A Virtual Teaching/Learning Environment: Analysis of A Teacher Training Experience
This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles.
Updated: May. 09, 2010
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach.
Updated: Jan. 12, 2010
Dealing with School Violence: The Effect of School Violence Prevention Training on Teachers' Perceived Self-Efficacy in Dealing with Violent Events
This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
Updated: Jan. 12, 2010
The Pedagogical Dimension of Internationalisation? A Challenging Quality Issue in Higher Education for the Twenty-First Century
This theoretical paper is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. The paper examines and discusses some further implications of these studies in relation to recent publications and research concerned with internationalisation in higher education in various ways. The paper argues in favor of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice.
Updated: May. 18, 2009
A supportive school environment is crucial to the enhancement of student teaching experiences. This study assesses student teachers' perceptions of secondary school environments. Then, it relates the perceptions to their satisfaction with school experiences and teaching commitment.
Updated: Mar. 26, 2009
Smuggling Authentic Learning Into the School Context: Transitioning From an Innovative Elementary to a Conventional High School
“Conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to use collaborative learning environment. The authors examined how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools. They also examined how these students used these interpretations to form coping strategies for success in the new environment.
Updated: Mar. 16, 2009
Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.
Updated: Mar. 12, 2009