Journal articles: 'Daily and school experiences'

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Roefs, Edith C. J., Yvonne A. M. Leeman, Ida E. Oosterheert, and Paulien C. Meijer. "Secondary school students’ experiences of presence in daily classroom practice." Cambridge Journal of Education 51, no. 4 (2021): 411–32. http://dx.doi.org/10.1080/0305764x.2020.1853678.

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Hitch, Chris, and Georganna Armstrong. "Daily Activites for Data Analysis." Arithmetic Teacher 41, no. 5 (1994): 242–45. http://dx.doi.org/10.5951/at.41.5.0242.

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Statistics, tables, charts, and graphs abound in our daily world. We see them in advertisements, in newspapers, and on televised weather forecasts. However, many students are not exposed in school to experiences using statistics and graphing. One goal of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) is to give students experiences that allow them to “collect, organize, and describe data: construct, read, and interpret displays of data; formulate and solve problems that involve collecting and analyzing data” (p. 54). Children develop mathematical concepts by seeing them in a variety of settings. Our challenge is to find many ways to help our students understand these concepts. The following activities enable students to understand the power and usefulness of data analysis.

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Blake, Cheryl, and Gail Trano. "Public and Nonpublic School Nurses: Common Practice, Common Goals." NASN School Nurse 34, no. 2 (2018): 83–85. http://dx.doi.org/10.1177/1942602x18813191.

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Most of the members of the National Association of School Nurses have an intimate knowledge of the daily services provided by public school nurses and the challenges they face. But some may not be aware that approximately 15% of the NASN membership works in private, independent, or parochial schools. Just how different from the majority of our nurses’ daily work are the experiences of the nurses who are working in the nonpublic schools? The answer may surprise you.

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Kim, Youngbae, and Hyeonsook Shin. "Relations Between Daily in-School Emotional Experiences and Burnout In Middle School teachers: Using the Experience Sampling Method." Institute of Educational Research Chonnam National University 41, no. 2 (2019): 41–63. http://dx.doi.org/10.35510/jer.2019.41.2.41.

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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.

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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important. Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis. Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months. Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers. Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.

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Bertram-Troost, Gerdien, Inge Versteegt, Jacomijn van der Kooij, Inger van Nes, and Siebren Miedema. "Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity." Education Sciences 8, no. 4 (2018): 208. http://dx.doi.org/10.3390/educsci8040208.

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Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent to which schools could or should be open towards (religious) others. Teachers’ advice, among other recommendations, is to create room for an open exchange of views, opinions, and experiences between teachers and principals. Some teachers recommend that their principal reconsider the formal Christian identity of the school and search for another, more inclusive school identity with which everyone involved can better identify.

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Cheon, Soon Mi, and Hye Young Jung. "Experiences of Precocious Puberty in Primary School Girls with Hormone Therapeutics." Journal of Korean Academic Society of Nursing Education 25, no. 4 (2019): 459–70. http://dx.doi.org/10.5977/jkasne.2019.25.4.459.

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Purpose: The purpose of this qualitative study was to identify the nature of precocious puberty and to explore what it means in primary schools. Methods: The participants of this phenomenological study were nine primary school girls who were diagnosed with precocious puberty and experienced hormone therapeutics, applying a convenience sampling method. Data were collected from July 2017 to January 2018 through individual in-depth interviews of the participants, including gestures, facial expressions and nonverbal means. The data analysis followed the method of Giorgi. Results: The study identified 37 concepts, 12 clusters, and five themes from experiences of precocious puberty. The essential five themes were as follows: 'ashamed and concealing experience', 'there is no therapeutics option', 'difficulties in the process of therapeutics', 'difficulties in daily life', and 'ambivalence toward therapeutics'. Conclusion: The findings of this study indicate physical, psychological and social difficulties faced by girls with precocious puberty. Based on this results of the study, it is necessary to develop nursing intervention programs focusing on healthy growth and development for children with precocious puberty.

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Stoddart-Morrison, Remonia. "My Sister’s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning." LEARNing Landscapes 11, no. 2 (2018): 355–63. http://dx.doi.org/10.36510/learnland.v11i2.968.

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Schools are relational places where the meeting of characters, stories, experiences, and understandings move about each other daily. In the busyness of school life, time is usually not taken to listen to, observe, and share the stories and experiences of others; to shift from a condition of moving about to a place where we are walking alongside. The narratives provided here are reflections on my experiences of my time in school as student, teacher, and administrator. I write these to honor my sister’s voice and the many voices that fueled my hope as a teacher and teacher educator for teaching and learning.

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Espinoza, Guadalupe, Nancy A. Gonzales, and Andrew J. Fuligni. "Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment." Journal of Youth and Adolescence 42, no. 12 (2012): 1775–88. http://dx.doi.org/10.1007/s10964-012-9874-4.

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Karn, Sara. "VOICES of YOUTH in WARTIME." Ontario History 110, no. 2 (2018): 176–96. http://dx.doi.org/10.7202/1053511ar.

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This article examines the experiences of adolescents in Canada during the Second World War through a case study of Kitchener-Waterloo Collegiate and Vocational School (K.C.I.) in Kitchener, Ontario. Although many prewar school activities remained a significant part of the student experience at K.C.I., the war impacted the students’ daily lives in ways specific to adolescents who attended school during this time period. Through their participation in various initiatives for the war effort, largely divided along gendered lines, students at K.C.I. contributed towards “school spirit” and developed a sense of responsibility as a future generation of Canadian citizens. This in-depth study of one Ontario high school in wartime demonstrates that age must be emphasized as a prominent factor in shaping experiences on the home front.

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Martínez-Sierra, Gustavo, Yurdia Arellano-García, Antonia Hernández-Moreno, and Cristian Nava-Guzmán. "Daily Emotional Experiences of a High School Mathematics Teacher in the Classroom: a Qualitative Experience-Sampling Method." International Journal of Science and Mathematics Education 17, no. 3 (2018): 591–611. http://dx.doi.org/10.1007/s10763-018-9879-x.

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YOSHITAKE, NAOMI. "Role of Daily Positive Experiences in Life Satisfaction in Junior High School Students :." Japanese Journal of Educational Psychology 58, no. 2 (2010): 140–50. http://dx.doi.org/10.5926/jjep.58.140.

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Yates, Anne, and Louise Starkey. "Were we ready? New Zealand high school students' experiences of online learning during school closures of Covid-19, 2020." New Zealand Annual Review of Education 25 (July 20, 2021): 20–38. http://dx.doi.org/10.26686/nzaroe.v25.6912.

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The Covid-19 pandemic of 2020 resulted in New Zealand schools closing and teaching moving to online. This paper reports research which investigated senior high school students experience of learning from home during these school closures and anything about the experience that they would like continued in the future. High school students in their final two years of schooling (n=1975) responded to a questionnaire consisting of quantitative and qualitative questions with qualitative data analysed thematically and quantitative data with descriptive statistics. Findings revealed that a variety of learning activities, feedback on learning, positive social interactions and effective use of technology supported students. A lack of motivation and daily structure were the major hinderances. The key experience they would like continued was greater flexibility in their learning. Schools demonstrated varying degrees of readiness for the crisis, but findings showed the need for resilience plans which include policies and practices for student and teacher digital readiness in preparation for future crises which result in emergency online learning.

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Shumow, Lee. "Daily experiences and adjustment of gifted low‐income urban children at home and school." Roeper Review 20, no. 1 (1997): 35–38. http://dx.doi.org/10.1080/02783199709553848.

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Encila, Mary Grace F., and Dennis V. Madrigal. "Balancing Work-Family Roles: The Experiences of Solo Parent School Administrators." Technium Social Sciences Journal 20 (June 8, 2021): 100–107. http://dx.doi.org/10.47577/tssj.v20i1.3570.

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The rising educational attainment for women and economic uncertainty gave rise to high maternal employment rates and the global labour force participation of women. Often working mothers, are put into the complexities of work and family life, resulting in stress and perplexity of values and priority. The phenomenological paper intends to explore the day-to-day life experiences and the balance of work-home life of school administrators involved in solo-parenting in the Diocesan Schools of Negros Occidental, Philippines. The data were collected using an in-depth interview from four school administrators chosen through purposive sampling. Thematic analysis following Lichtman's three Cs: coding, categorizing, and conceptualizing was used to analyse the data. The findings show that playing the role of an administrator and being a solo parent at the same time is both a challenging and rewarding task. School administrators employed various coping mechanisms such as seeking external help and involving in productive activities to manage daily stressors. In the absence of their spouse, time management is essential, and spending quality time with children is always a priority. The findings may provide baseline data for designing and implementing stress management programs to ensure the balance of work-family roles.

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Mazerolle, Stephanie M., Jessica Kirby, and Stacy E. Walker. "A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer." Journal of Athletic Training 53, no. 3 (2018): 303–11. http://dx.doi.org/10.4085/1062-6050-45-17.

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Context: The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective: To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design: Qualitative study. Setting: Secondary schools. Patients or Other Participants: Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis: All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results: Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions: Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.

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Hansen, Laurie E. "Early Childhood Corner: ABCs of Early Mathematics Experiences." Teaching Children Mathematics 12, no. 4 (2005): 208–12. http://dx.doi.org/10.5951/tcm.12.4.0208.

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Children begin to develop mathematical thinking long before they enter school. This acquisition occurs in a very natural way as children interact with the environment and their caregivers. Everyday experiences often lend themselves directly to learning mathematics. Planning meals, taking a bath, reading together, playing, and experiencing daily excursions are just a few examples of the daily opportunities children have to count, recognize shapes and numbers, and play with volume and measurement. Nurturing children's natural curiosity about, and aptitude in, mathematics at an early age is of utmost importance. A little encouragement can go a long way. Lozano and Medearis (1997) point out that young children's early experiences should be hands-on and meaningful.

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Verma, Suman, Deepali Sharma, and Reed W. Larson. "School stress in India: Effects on time and daily emotions." International Journal of Behavioral Development 26, no. 6 (2002): 500–508. http://dx.doi.org/10.1080/01650250143000454.

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Like adolescents in East Asia, Indian middle-class adolescents face a highly competitive examination system. This study examines the influence of school demands on the daily time use and subjective states of Indian young people. One hundred urban, middle-class, 8th-grade students carried alarm watches for 1 week and provided 4764 reports on their activities and subjective states at random times, following the procedures of the Experience Sampling Method. These adolescents were found to spend one third of their waking time in school-related activities, with girls spending more time than boys. Schoolwork generated negative subjective states as reflected in low affect state, below-average activation levels, lower feeling of choice, and higher social anxiety. These negative states were most frequent during homework. The trade-off faced by Indian adolescents were evident in the findings that those who spent more time doing homework experienced lower average emotional states and more internalising problems, while those who spent more time in leisure experienced more favourable states but also reported higher academic anxiety and lower scholastic achievement.

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Chalkley, Anna E., Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely, and Lauren B. Sherar. "“I Just Like the Feeling of It, Outside Being Active”: Pupils’ Experiences of a School-Based Running Program, a Qualitative Study." Journal of Sport and Exercise Psychology 42, no. 1 (2020): 48–58. http://dx.doi.org/10.1123/jsep.2019-0037.

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Introduction: School-based running programs that promote daily (or regular) walking/jogging/running are an emerging public health initiative. However, evaluation of these programs has predominantly used quantitative measures that limit understanding and explanations of contextual influences on pupil participation. Therefore, the aim of this study was to qualitatively explore pupils’ experiences of participating in a primary-school-based running program (Marathon Kids) to provide relevant insights and inform program developments. Methods: Nine semistructured focus groups were conducted with a purposeful sample of 50 pupils (26 girls and 24 boys) between 6 and 10 years of age from 5 primary schools in England. All schools had delivered the running program for 5–9 months during the 2015–16 academic year. Transcripts were analyzed using an inductive thematic approach. Results: Pupils identified a range of organizational, interpersonal, and intrapersonal factors that they believed influenced their participation in the program. Six themes were identified as being important to pupils’ experiences: Marathon Kids as an enabling program, pupils’ autonomy to participate, peer influence on participation (e.g., development of social cohesion), teacher influence on delivery (e.g., fidelity of implementation), logistics and suitability of the school environment, and appropriateness of program resources. Conclusions: School-based running programs can offer an enjoyable physical activity experience for children; however, it is important to understand how current delivery approaches influence pupils’ participation. Aspects that were believed to facilitate enjoyment included pupil autonomy to participate, perceived benefits of participation (including psychosocial outcomes), and a supportive school environment. Further research is required to identify the type and level of support required by schools to sustain pupil participation in running programs so that their perceived value is maintained.

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Yan, Zheng, and Xiufeng Liu. "Internet vs. Matter." International Journal of Cyber Behavior, Psychology and Learning 2, no. 4 (2012): 60–72. http://dx.doi.org/10.4018/ijcbpl.2012100105.

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Internet is an emerging complex scientific concept that children have not yet systematically learned in schools but continuously experience in their daily lives. In contrast, matter is a classic complex scientific concept that children systematically study from elementary through high school in addition to continuous everyday experiences. In this study, with two independent samples of grades 4-12 students, the authors deliberately compared these two concepts to understand the effects of formal and informal learning experiences. Understandings of Internet and matter were measured and then converted into a same interval scale through Rasch modeling. Results show that the development of Internet understanding has a much lower rate than that matter and the development of Internet understanding shows more heterogeneous than that of matter. These findings suggest that formal learning helps increase the students’ understanding growth rate while reduce variation in understanding among students.

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Ensign, Jacque. "Parents, Portfolios, and Personal Mathematics." Teaching Children Mathematics 4, no. 6 (1998): 346–51. http://dx.doi.org/10.5951/tcm.4.6.0346.

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From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gels outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning in school. That is the isolation of the school—its isolation from life.

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Araujo, Margareth Martins de. "PUBLIC POLICIES OF TEACHER TRAINING AND HUMAN DIGNITY." International Journal for Innovation Education and Research 2, no. 8 (2014): 140–47. http://dx.doi.org/10.31686/ijier.vol2.iss8.230.

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It is in silence that men do, but in word, in work, in action-reflection (Paulo Freire) Work, self-reflection: What do human. This paper presents an experience report on the management of an integral unit of the public school system in the state of Rio de Janeiro that, in the 1990s, offered full-time. The study is based on the reflections made by ancient principals that over the ten years, been at the forefront of an Integrated Center for Public Education (CIEP). Committed to overcome the problems of their daily lives, this team transcribed into a kind of diary, called Notebooks Registration, episodes of their day to day, your questions, challenges, experiences finally composing their daily lives. With support from the pedagogical literature, revisit your memories allowing us to understand the experiences and expand relationships. Reading, in particular, Paulo Freire and authors in the field of teacher education, enabled us to reframe experiences built on that everyday marked by social and educational exclusion.

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Witkow, Melissa R., and Andrew J. Fuligni. "Achievement goals and daily school experiences among adolescents with Asian, Latino, and European American backgrounds." Journal of Educational Psychology 99, no. 3 (2007): 584–96. http://dx.doi.org/10.1037/0022-0663.99.3.584.

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Asbury, Kathryn, David Almeida, Jacob Hibel, Nicole Harlaar, and Robert Plomin. "Clones in the Classroom: A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement." Twin Research and Human Genetics 11, no. 6 (2008): 586–95. http://dx.doi.org/10.1375/twin.11.6.586.

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AbstractDo genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in ‘flow’ in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R2= 0.16,p< .01) and MZ differences in ‘flow’ in Science significantly predicted MZ differences in Science achievement (R2= 0.10,p< .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.

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Thompson, Victoria N., Brenna L. Morse, and Anya B. Peters. "Pain Assessment Approaches for Students With Intellectual Disability." NASN School Nurse 35, no. 5 (2020): 250–53. http://dx.doi.org/10.1177/1942602x20915819.

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Intellectual disability may affect the access school children have to curriculum and social experiences. While these children often have difficulty with social relationships, academic functioning, and communication, they also may experience pain on a daily basis. Communication difficulties present challenges for school nurses to identify and assess pain in students with intellectual disability. Although considered a gold standard for pain assessment, self-report cannot always be used for students with intellectual disability. School nurses must find methods other than self-reports of pain intensity to adequately assess these children’s pain, such as collaborating with the student’s caregiver(s), observing the student in the classroom, or assuming pain is present and offering an appropriate pain management intervention.

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Cheng, Yu-Chung, Wen-Hung Liao, Tsai-Yen Li, Chien-Pao Chueh, and Hsiao-Ching Cho. "Exploring the Reading Experiences of High School Students on E-Book Reader." International Journal of Online Pedagogy and Course Design 3, no. 1 (2013): 17–32. http://dx.doi.org/10.4018/ijopcd.2013010102.

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Today’s ‘digital natives’ grew up in the age of network and digital devices. They have a completely different kind of cross-medium user experiences from the older generations. Understanding how the digital natives use e-book reader and their reading behavior will be an important issue for designing the next-generation e-book reader and mobile device. This study aims to explore how the introduction of e-book reader into high school campus influences the students’ learning and daily life. The authors found that e-book reader does help the students to develop a habit of mobile reading. Its effect exceeds our expectation of achieving digital learning. Using e-book reader, students engaged in creating new form of digital contents and became active in peer-sharing activities. Thus, they propose that when new curricula are designed, user experience with the e-book reader can be taken into account in order to maximize the potential of using the e-book reader in education.

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Tremolada, Marta, Livia Taverna, Sabrina Bonichini, Marta Pillon, Alessandra Biffi, and Maria Caterina Putti. "Pediatric Patients Treated for Leukemia Back to School: A Mixed-Method Analysis of Narratives about Daily Life and Illness Experience." Behavioral Sciences 10, no. 7 (2020): 107. http://dx.doi.org/10.3390/bs10070107.

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In the last few years, more children and adolescents healed from leukemia go back to their daily life, even if they can show some psycho-social difficulties. The study adopted semi-structured interviews and a mixed-method approach to examine the narratives of 75 children and adolescents about their return to school post 2-years treatment for leukemia. The aims are to collect their illness experiences, to understand how they feel about school and daily routines and to identify the best socio-demographic and illness predictors of a good re-adaptation to school and daily life. The results show that by increasing age and when the pediatric patient have received a hematopoietic stem cell transplantation, at the stop-therapy time, her/his perception about relationships at school and academic performance decrease, especially if his/her feelings about the disease and follow-up visits are negative.

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Freitas, Genival Fernandes de. "Daily activities of nursing auxiliaries and technicians in relation to ethical events." Revista Latino-Americana de Enfermagem 17, no. 4 (2009): 449–54. http://dx.doi.org/10.1590/s0104-11692009000400003.

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This study aimed to know and understand the actions of nursing auxiliaries and technicians who work in the intensive care unit of the school hospital at the University of São Paulo in relation to ethical events. Data were collected through interviews with eight nursing auxiliaries and technicians (NAs and NTs), with experience with ethical events, and were analyzed according to sociological phenomenology. Participants' experiences permitted to uncover the following concrete categories of meaning: minimization of the risk in these events for patients, openness/dialog within the nursing team, nurses' guidance and supervision of activities performed by NAs and NTs, valuing justice in interpersonal relationships, and respecting the right of patients to be informed about such events. The actions of NAs and NTs in ethical events revealed their intention to ensure delivery of safe care to patients.

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Bellino, Michelle J. "The Risks We Are Willing to Take: Youth Civic Development in “Postwar” Guatemala." Harvard Educational Review 85, no. 4 (2015): 537–61. http://dx.doi.org/10.17763/0017-8055.85.4.537.

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In this article, Michelle J. Bellino explores contrasting approaches to civic education in two rural schools serving indigenous Maya youth in post–civil war Guatemala. Through comparative ethnography, she examines how youth civic pathways intersect with legacies of authoritarianism while young people shape their identity as members of historically oppressed groups. She suggests that student decisions about how and when to participate in civic issues function as a risk calculus, taking into consideration the costs and benefits of both participation and nonparticipation as well as the civic obligation to abstain or join communities in struggle. Although serving similarly impoverished communities hard-hit by state actors during the war and now struggling with issues of indigenous autonomy, both schools position daily experiences with injustice as an entry point for constructing youth citizenship. Beyond this shared experience of historical injustice and its ongoing effects, educators envision young peoples' roles according to different risk structures. In this way, youth construct civic pathways while traversing between the potential for risk and reward, in part informed by their experiences in school.

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Ransom, Bradley, and Dimitrios Vlachopoulos. "The Meaning of Mission Statements to School Practice and Professional Development: An Interpretative Phenomenological Analysis." Educar 57, no. 1 (2021): 49–63. http://dx.doi.org/10.5565/rev/educar.1126.

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While mission statements (MSs) are included in schools often due to governing policy, evidence suggests they remain underutilized by leaders. Scant research is undertaken with regard to school mission statements and how these affects daily practice. This qualitative phenomenological study explores the extent to which school MSs influence daily practice, as well as professional development for school leaders and teachers. This study draws upon interviews with six individuals who lead or teach at two different international schools. The findings provide valuable insight into how MSs are experienced by leaders and teachers. The paper concludes with a discussion around the potential implications for policy makers and school leaders who wish to shape school culture and professional development.

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Keener, Terrah. "Queerly Inside and Out in School…A Conversation." Sexual and Gender Diversity in Schools 22, no. 1 (2020): 48–59. http://dx.doi.org/10.7202/1071465ar.

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“Queerly Inside and Out in School ... A Conversation” draws upon the research from See Me, Hear Me ... Queerly Visible: Conversations About Family and School with Non-Heterosexual Parents and Their Children (Keener, 2012) that explored the schooling experiences of non-heterosexual parents and their children in Nova Scotia. Leveraging visual arts and performance as both a means of data generation and data representation, the generated artifacts illustrated how dominant cultural practices and narratives surrounding school and family perpetuate heteronormative ideology, while excluding and silencing non-heterosexual parents and their children. Queer visibility became a re-occurring place of reflection and tension for parents as they re-told their stories of creating a queer family presence in their child’s school. The stories represented within this paper provide a window into the experience of parents and children who on a daily basis run the risk of not being “seen” by their teachers, school administrators, and the broader school community.

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Ho, Wai-Chung. "Secondary school students’ preferences for popular music and perceptions of popular music learned in school music education in Mainland China." Research Studies in Music Education 39, no. 1 (2017): 19–37. http://dx.doi.org/10.1177/1321103x17700688.

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This study examined popular music and school music education as cultural constructs of teenage students amid the shifting cultural and social dynamics of contemporary China. Data were drawn from questionnaires completed by 6,780 secondary students (mainly ages 12 through 17) from three cities—Beijing, Changsha, and Shanghai. The survey results revealed the extent of Chinese youths’ preferences for a variety of popular music styles in their daily lives, the relationship between their preference for popular idols and their music learning, and their views on learning popular music in school music education. The discussion in this article focuses on the dynamics of teaching popular music and learning other music styles (not limited to either popular or classical music) within the school environment in relation to teenage students’ daily music experiences and school music learning, school music teachers, and teacher education in contemporary China.

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Franch, Mónica, and Josilene Pequeno de Souza. "Clocks, calendars and cell phones: An ethnography on time in a high school." Vibrant: Virtual Brazilian Anthropology 12, no. 2 (2015): 417–50. http://dx.doi.org/10.1590/1809-43412015v12n2p417.

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Abstract Considering that time is an important dimension in anthropological discourse and a key element of the "hidden curriculum" of school, this paper presents the results of an ethnography on time in a high school in João Pessoa, Paraíba, Brazil. We discuss how teaching/learning processes are organized and experienced in time, paying close attention to the limitations and possibilities revealed by interactions between teachers and students. We first identify the pedagogical temporal units that compose the dimension of structural time at the school, and then identify aspects of time in practice (experiences and strategies). We argue that school time is both a constraint and an opportunity, unfolding in a series of metaphors ("save time," "waste time," "kill time", "fill time", "pass the time"), which enable ways of thinking about the conflicts present in daily school life.

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Rayle, Andrea Dixon. "Cross-Gender Interactions in Middle School Counselor-Student Working Alliances: Challenges and Recommendations." Professional School Counseling 9, no. 2 (2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900210.

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Middle school counselors are involved in cross-gender interactions with students daily. In order to explore middle school counselors’ experiences in cross-gender student-counselor working alliances, interviews were conducted with 22 practicing middle school counselors. Selections from the resulting conversations reveal that female and male middle school counselors describe their same-gender counselor-student relationships as less challenging and perceive more challenges in their cross-gender relationships in school counseling. Recommendations are offered for cross-gender relationship building for middle school counselors working with students.

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Durbidge, Levi. "Duty, desire, and Japaneseness." Study Abroad to, from, and within Asia 2, no. 2 (2017): 206–39. http://dx.doi.org/10.1075/sar.15016.dur.

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AbstractThis qualitative study draws on identity theory to explore the short-term study abroad and language learning experiences of Japanese high school students from a private high school near Tokyo as they travelled to the UK and the USA. Data were collected through semi-structured interviews both before and after the program, combined with daily journals written by the students, and then subjected to thematic analysis. Several themes emerged among the students’ accounts of their experiences, including drawing on Japanese cultural identities to interpret difficult intercultural experiences, seeing English-mediated identities as a means to overcome pressure to conform to idealized notions of Japanese femininity, and feeling a sense of duty to parents as a motivator to study abroad. These findings demonstrate the diversity of experiences in high school programs and highlight a need for further research on students travelling from non-English-speaking backgrounds to study abroad.

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Horii, Daisuke, and Enji Okuda. "The Relationship between Experiences of Athletic and Daily Life and Personality in Senior High School Students." Psychology 10, no. 03 (2019): 273–84. http://dx.doi.org/10.4236/psych.2019.103020.

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Barrantes-Vidal, Neus, Manel Monsonet, Anna Racioppi, and Thomas R. Kwapil. "M2. STRESS IS ASSOCIATED AND PREDICTS SCHIZOTYPIC AND PSYCHOTIC-LIKE EXPERIENCES IN THE FLOW OF DAILY LIFE IN NONCLINICAL AND INCIPIENT PSYCHOSIS INDIVIDUALS." Schizophrenia Bulletin 46, Supplement_1 (2020): S133. http://dx.doi.org/10.1093/schbul/sbaa030.314.

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Abstract Background Daily-life stressors, specially of a social nature, seem to play an important role in the origin and expression of the continuum of psychosis vulnerability. This study examined whether social stress and social positive appraisals in daily-life were associated, respectively, with the occurrence and the decrease of momentary psychotic-like and paranoid experiences and symptoms across the psychosis continuum. Methods Both social stressors and positive appraisals, as well as psychotic and paranoid experiences, were collected by means of Experience Sampling Methodology over a week. Schizotypy was assessed with the Wisconsin Schizotypy Scales. Participants were 206 nonclinical individuals oversampled for schizotypy scores (mean age=19.8) and 113 individuals with at-risk mental states for psychosis and first episode psychosis (74 and 39, respectively; mean age=22.5). Results In the nonclinical sample, appraisals of social stress (but no social contact per se) were associated with psychotic-like and paranoid experiences in daily-life, but not with diminished thoughts or emotions (negative-like symptoms). The association of stress with psychotic and paranoid experiences was moderated by positive, but not negative, schizotypy. In the clinical sample, the positive social appraisal of feeling cared for by others moderated the association between negative self-esteem and the experience of paranoia. Also, they predicted (time-lagged analyses) a decrease of these experiences at subsequent time points—although only feeling cared about did so when the previous level of paranoia was controlled for. Discussion Consistent with models postulating that stress-sensitivity is a potential mechanistic pathway of, specifically, the positive dimension of psychosis, situational and also social stress predicted psychotic-like and paranoid experiences only in participants with high positive schizotypy. Furthermore, positive social appraisals showed a critical role for buffering the expression of paranoia associated to poor self-esteem in clinical risk for and early psychosis and predicted its amelioration prospectively. Altogether, these findings support the notion that increased sensitivity to social cues is a critical aspect for both risk and resilience mechanisms in the continuum of psychosis. Additionally, they highlight the powerful relevance of positive social identification for dampening the deleterious effects of poor self-esteem and stress.

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Smith, Janice C., and McKenzie Ward. "Research Mentoring: Decreasing the Gap in Clinical Application of Evidence in the School-Based Setting." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 261–68. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0006.

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Purpose The purpose of this article was to describe how effective research mentoring, with emphasis on implementation science, may contribute to speech-language pathologists' experiences integrating current evidence into practice in the school-based setting during the clinical fellowship (CF) year. A case example will be used to illustrate mentoring outcomes and provide insight from a 1st year professional, currently in the CF year, who completed a research mentoring program. This case example will detail a faculty-graduate student research mentorship experience and the carryover influence on the new fellow's 1st year of clinical practice. Conclusion Research mentoring emphasizing implementation science methods and identified qualities of effective mentoring has the potential to contribute to speech-language pathologists' experiences integrating current evidence into practice in the school-based setting during the CF year. Certainly, outcomes of mentorship experiences are contingent on the quality of mentoring activities and the characteristics of both mentor and mentee. However, it is important to consider that the value of good mentoring may add to the transition from student to professional, particularly with regard to implementing research-supported strategies and techniques into daily practice.

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Pedro, Kris Tunac De, and Monica Christina Esqueda. "Exploring School Victimization and Weapon Carrying Among Military-Connected Lesbian, Gay, Bisexual, and Transgender Youth in California Schools." Journal of Interpersonal Violence 35, no. 23-24 (2017): 5414–24. http://dx.doi.org/10.1177/0886260517719537.

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Military-connected youth often experience daily stressors that affect their academic success and social and emotional development. Stressors such as multiple deployments and frequent school transitions may weaken the social ties that military-connected youth have with school communities, placing them at risk of social alienation and victimization. Within this youth population, military-connected lesbian, gay, bisexual, and transgender (LGBT) youth may be especially at risk of school victimization. However, to the authors’ knowledge, no empirical studies have been conducted on the school experiences of military-connected LGBT youth. Drawing from the California Healthy Kids Survey (CHKS; n = 634,978), this study explored school victimization and weapon carrying among military-connected LGBT youth and their peers. Multivariate logistic regression analyses revealed that military connection, LGB identity, and transgender identity were associated with an increased odds of nonphysical victimization, physical violence, and weapon carrying. Military transgender youth were at an increased risk of weapon carrying (adjusted odds ratio [AOR] = 1.63; 95% confidence interval [CI] = [1.23, 2.16]). Future research is needed to explore risk and protective factors influencing school victimization and weapon carrying among military-connected LGBT youth.

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Putra, Purniadi, Fahrina Yustiasari Liriwati, Tasdin Tahrim, Syafrudin Syafrudin, and Aslan Aslan. "The Students Learning from Home Experiences during Covid-19 School Closures Policy In Indonesia." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 2 (2020): 30–42. http://dx.doi.org/10.25217/ji.v5i2.1019.

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This article analyzed the learning experience of students at home during the school closing period in response to the Covid-19 pandemic in Indonesia. Through this study, an in-depth understanding of the life experiences, perceptions, and motivation of students were obtained from either the school or their parents. These outputs would be input into policy making and solving learning problems towards a new normal era. Now the school closures have been running for almost seven months and it almost about to reopening this mid-August 2020. To understand this phenomenon issue, some data searching have been performed ranging from daily papers, academic journal, and educational related literature. The data search then analyzed under the phenomenological application approach. Compiling the existing data and students voices, this study showed that the students learning experiences during six month learning from home responding the national policy stopping the corona virus spreading can be reported based on 10 websites visited have expressed their best coverage over students learning difficulty and challenge from different perspectives. Most websites mentioned students hardship in learning from home caused the lack of learning resources such not access to internet and parents ability to support their children learning. Keywords: School Closures Policy In Covid-19, Covid-19, Learning Online

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James Nichols, Henry. ""If only they want to hear us out" Parents with Same-sex Sexuality Children and their Experiences with School Involvement." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 10, no. 2 (2021): 97–111. http://dx.doi.org/10.31920/2634-3622/2021/v10n2a6.

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The parental involvement strategies in the education of their child are crucial to improve learning at home and in school. However, concerning issues of samesex sexuality in South African schools, it is uncertain how schools engage with parents whose child identifies with a non-heterosexuality. We were interested in investigating and exploring the parents experience with school involvement, where the parents under investigation affirm their children s sam-seex sexualities. Using a qualitative research design, through a case study methodology, we conducted, semi-structured interviews with six (6) parents who affirm their children s sam-seex sexuality in the Free State Province (3rd largest Province in South Africa) and t h e Gauteng Province (Largest Province in South Africa). Our findings suggest from our study that the parents who affirm and embrace their child's same-sex sexuality were antagonized with gender binaries, heteronormative, and heterosexist school culture. Their children faced insurmountable acts of discrimination daily. For this specific reason, these parents wanted to be active agents in creating a safe, enabling, and inclusive schooling space for their non-normative sexuality children. The Parents in our study recognized that the idea of such a secure and enabling learning environment did not realise due to traditional cultures, along with the constructions of gender and sexuality. These parents were exposed to negative experiences due to the unwillingness of school authorities, insufficient strategies and values, and norms. We thus endorse a structured approach to parental involvement for all learners regardless of gender expression and sexual orientation. We further advise school governance bodies should affirm learners with diverse sexual orientations through the various policies and legislations.

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Siswanto, Indira Lusianingtyas, and Paulus Kuswandono. "Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 1. http://dx.doi.org/10.21093/ijeltal.v5i1.539.

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This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

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Akacan, Behiye, and Gurcan Secim. "Social anxiety experiences and responses of university students." Cypriot Journal of Educational Sciences 10, no. 3 (2015): 257. http://dx.doi.org/10.18844/cjes.v1i1.72.

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The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The semi-structured interview form developed by the researchers was used in the study during the face-to-face interviews with fifty-one 4th year students from the Guidance and Psychological Counselling (GPC) and Pre-School Teaching (PST) departments. The scope of the interview form includes the situations where 1) students experience social anxiety in the school setting and their thoughts and behaviours regarding these situations, 2) the situations where they anticipate social anxiety in their future profession, and 3) the situations where they experience social anxiety in their daily lives. Our aim was to collect data from these areas. The data collected were analysed through content analysis. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.Keywords: university students, social anxiety, group counselling.

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Yulmaliza, Yulmaliza. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE ROUND TABLE DAPAT MENINGKATKAN HASIL BELAJAR PADA POKOK BAHASAN ARITMATIKA SOSIAL DI KELAS VII 8 SMP NEGERI 10 PEKANBARU." Perspektif Pendidikan dan Keguruan 9, no. 02 (2018): 42–47. http://dx.doi.org/10.25299/perspektif.2018.vol9(02).2210.

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Learning is essentially a process of interaction with all situations around individuals. Learning activities are the most basic activities in the whole process of education in schools. The success of educational attainment in schools depends on the learning process that students experience as students. Teachers as educators who are directly involved in the implementation of learning in charge of creating learning conditions that can make learners learn optimally to get a satisfactory learning outcomes.The learning process can be done in school, at home, or in the place of study guidance. For learning in school, learners are faced with a number of subjects, one of which is the subject of mathematics. Learning can be viewed as a process directed to the goals and processes of doing through various experiences. Learning is also a process of seeing, observing, and understanding things. Mathematics is one of the subjects received by students in junior high.Mathematics is a science that studies about the material, natural phenomena and mechanisms that occur therein. More simply can be said that math is closely related to daily life. What we experience, what we do, why it happens and why. Subjects in the subject of mathematics is not only a calculation, but also the ability of learners to understand the concept to link learning with daily life.One of the subjects of mathematics in the form of conceptual and calculation or theoretical understanding is social arithmetic. Based on the research results obtained the value of the first cycle, the second cycle daan third cycle in a row 81.85%, 84.50% and 87.43%.

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Kim, Kyoung-Eun. "Children's Daily Experience and School Adjustment by Children's Self-care." Korean Journal of Child Studies 33, no. 6 (2012): 51–69. http://dx.doi.org/10.5723/kjcs.2012.33.6.51.

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Isnaini, Rohmatun Lukluk, Farida Hanum, and Lantip Diat Prasojo. "DEVELOPING CHARACTER EDUCATION THROUGH ACADEMIC CULTURE IN INDONESIAN PROGRAMMED ISLAMIC HIGH SCHOOL." Problems of Education in the 21st Century 78, no. 6 (2020): 948–66. http://dx.doi.org/10.33225/pec/20.78.948.

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Academic dishonesty, which is a part of educational problems, occurs mostly in religious-based high schools. The dishonest behavior of these students is contrary to the application of character education in educational institutions. This research aimed to describe the experiences of teachers and students in the Programmed Islamic High School (PIHS) relating to academic culture in the development of student character education. The data collection method used in this research was a phenomenological qualitative method by conducting in-depth interviews with four teachers and six students in a PIHS. Apart from the results of the interviews, the acquisition of data was also supported by documentation and observations of the daily activities of the students, which reflected the application of character education. The results showed that the academic culture at PIHS contributes greatly to developing student character education. Character education developed from academic culture can be seen from their academic discourse, publications, knowledge acquisition, disciplinary, and academic activities management. From the academic culture, students have a religious, honest, nationalistic, responsible, cooperative, and independent character. This research suggests that the pattern of academic culture in the development of character education in PIHS can be adopted by other religion-based schools. Keywords: academic culture, character education, daily activities, Programmed Islamic high school

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Nazila, Dinda Khairun, Abdurahman Adisaputera, and Amrin Saragih. "Development of Teaching Material for Short Story Writing Experience Based on 7th Grade Students of Junior High School 2 Kejuruan Muda." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 1137–50. http://dx.doi.org/10.33258/birle.v3i2.1047.

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This study aims to develop teaching materials for writing short stories based on experience to facilitate students in writing short text. The learning approach offered by researchers is considered appropriate for writing short text material because it can help students to easily express their ideas in writing short stories by linking the material with the context of their daily lives. In addition, experience is the best teacher because from experience one can learn. Experience is a memory that is recorded and stored as a story that forms a filter of perception that ultimately guides behavior. The results of this study indicate that the effectiveness of teaching short story writing lessons based on experiences developed for 7th grade student of junior high school 2 Kejuruan Muda was stated to be more effective than student handbooks. The results of the acquisition of student learning outcomes before and after using teaching materials have increased quite significantly by 8.28. The average score of students before (pretest) using teaching materials learning experiences writing short stories based on experience 74.43 and the average value of post (testing) using teaching materials learning writing short stories based on experience 82.71.

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Chin, Jessica, Abe Zeid, Claire Duggan, and Sagar Kamarthi. "A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development." American Journal of Engineering Education (AJEE) 2, no. 2 (2011): 17–30. http://dx.doi.org/10.19030/ajee.v2i2.6635.

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Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach.

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Webster, Collin, Eva Monsma, and Heather Erwin. "The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes." Journal of Teaching in Physical Education 29, no. 4 (2010): 358–77. http://dx.doi.org/10.1123/jtpe.29.4.358.

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Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

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Ewing, Patricia, Diana C. Otczyk, Stefano Occhipinti, Jennelle M. Kyd, Maree Gleeson, and Allan W. Cripps. "Developmental Profiles of Mucosal Immunity in Pre-school Children." Clinical and Developmental Immunology 2010 (2010): 1–10. http://dx.doi.org/10.1155/2010/196785.

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This study investigated the effect of attending pre-school on mucosal immunity. Children 3.5 to 5 years of age who attended pre-school were observed for a 10 month period. Demographic information was collected on previous childcare experiences, the home environment and clinical information relating to the child and the family. A daily illness log was kept for each child. A multivariate longitudinal analysis of the relation between immunoglobulins in saliva and age, gender, childcare experience, pre-school exposure, number of siblings, environmental tobacco smoke (ETS), atopy and hospitalisation was conducted. There was a positive association of higher IgA levels with the winter season and with children being older than 4 years (), having attended childcare prior to commencing pre-school (), and having been exposed to ETS at home (). Lower IgA levels were associated with being atopic (). Higher IgG levels were associated with exposure to ETS (), while lower levels were associated to having atopy. Higher IgM levels were associated with previous childcare experience () whilst having been hospitalised was associated with having low salivary IgM levels (). Lagged analyses demonstrated that immunological parameters were affected by the number of respiratory infections in the preceding 2 months.

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Journal articles on the topic 'Daily and school experiences'

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