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Journal articles on the topic 'Middle schooling teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Heiman, Tali. "Inclusive Schooling-Middle School Teachers' Perceptions." School Psychology International 22, no. 4 (November 2001): 451–62. http://dx.doi.org/10.1177/0143034301224005.

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Hudson, Suzanne. "Preservice Teachers’ Perceptions of their Middle Schooling Teacher Preparation." International Journal of Learning: Annual Review 16, no. 1 (2009): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46074.

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Hudson, Suzanne, Denise Beutel, Kylie Bradfield, and Peter Hudson. "Changing Perceptions of Preservice Teachers: Innovations in Middle Schooling Teacher Education." International Journal of Learning: Annual Review 17, no. 7 (2010): 99–112. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/47129.

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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual

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Naz, Arab, Sajjad Hussain, Basharat Hussain, and Naqeeb Shah. "Gender Stereotyping In School And Its Impacts On Primary And Middle Level Schooling." Pakistan Journal of Gender Studies 10, no. 1 (March 8, 2015): 39–52. http://dx.doi.org/10.46568/pjgs.v10i1.224.

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Gender stereotypes play an important role in socialization and gender role formation in educational spheres. School environment, class room, teachers, class room environment, text books and curriculum present and portray the masculine ideology. School curriculum and text books are perpetuating a masculine and dominant trait which decreases female portrayal that effect their potentialities and capabilities at school level and even their empowerment in the larger social structure. Similarly, teacher’s attitudes and behavior in formation of student’s personality is also playing a pivotal role dur

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Gunter, Helen. "Teachers in the middle, reclaiming the wasteland of the adolescent years of schooling." School Leadership & Management 29, no. 3 (July 2009): 333–34. http://dx.doi.org/10.1080/13632430902815461.

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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.

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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian m

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Gallo, Sarah, and Holly Link. "“Diles la verdad”: Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood." Harvard Educational Review 85, no. 3 (September 1, 2015): 357–82. http://dx.doi.org/10.17763/0017-8055.85.3.357.

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In this article, Sarah Gallo and Holly Link draw on a five-year ethnographic study of Latina/o immigrant children and their elementary schooling to examine the complexities of how children, teachers, and families in a Pennsylvania town navigate learning within a context of unprecedented deportations. Gallo and Link focus on the experiences and perspectives of one student, his teachers, and his parents to explore how his father's detainment and potential deportation affected his life and learning across educational contexts such as home, school, and alternative educational spaces. In attending

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James, Carl. "Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School." Canadian Journal of Sociology 44, no. 4 (December 29, 2019): 373–98. http://dx.doi.org/10.29173/cjs29518.

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Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toront

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Asim, Salman. "The Public School System in Sindh: Empirical Insights." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.

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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such

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Ionescu, Constantin Aurelian, Liliana Paschia, Nicoleta Luminita Gudanescu Nicolau, Sorina Geanina Stanescu, Veronica Maria Neacsu Stancescu, Mihaela Denisa Coman, and Marilena Carmen Uzlau. "Sustainability Analysis of the E-Learning Education System during Pandemic Period—COVID-19 in Romania." Sustainability 12, no. 21 (October 30, 2020): 9030. http://dx.doi.org/10.3390/su12219030.

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The unprecedented situation of the COVID-19 pandemic has generated radical transformations of the Romanian education system, forcing teachers as well as students to adapt in a short time to new social conditions and to the online learning process. The paper analyzes the sustainability of the e-learning system implemented in Romania during the pandemic, and it is based on an opinion poll based on a questionnaire developed on three levels of schooling (middle school, high school, and university), analyzed from three perspectives, teachers–students–parents, and identifying the possible psychologi

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Munkhbat, Orolmaa, Taegshaee Bouraenjargaal, and Dashzaewaeg Moonkhtoor. "Sociology of education: multi-shift schooling in Ulaanbaatar." VESTNIK INSTITUTA SOTZIOLOGII 29, no. 2 (2019): 107–24. http://dx.doi.org/10.19181/vis.2019.29.2.579.

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This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country’s capital city have led to a specific increase of the population, and as a result of g

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Berg, Marlene. "Education and Advocacy: Improving Teaching and Learning Through Student Participatory Action Research." Practicing Anthropology 26, no. 2 (April 1, 2004): 20–24. http://dx.doi.org/10.17730/praa.26.2.06416w6t05630844.

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Youth PAR has demonstrated success with marginalized urban high school and middle school students, in after school settings. To be successful, however, the approach must address significant gaps in literacy, science and math skills resulting from inadequate schooling and institutionalized educational and other structural disparities. One way to address this and at the same time to achieve the dual goals of scaling up the approach and transforming urban educational instructional practices, is to engage middle and high school teachers in a partnership that introduces Youth PAR in their classroom

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Wiest, Lynda R. "Selected Resources for Encouraging Females in Mathematics." Mathematics Teacher 94, no. 1 (January 2001): 14–18. http://dx.doi.org/10.5951/mt.94.1.0014.

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Girls seem to do fine in mathematics until the middle grades, when a number of factors begin to influence their mathematics achievement and attitude negatively (e.g., NCES 1997). As Yusuf (1995) points out, “Gender differences in mathematics performance are predominantly due to the accumulated effects of sex-role stereotypes in family, school, and society” (p. 187). Unfortunately, research shows that schooling exacerbates rather than improves this situation, even in the classrooms of well-meaning teachers of either gender or any ethnic background (e.g., Sadker and Sadker [1995]).

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Parding, Karolina, Susan McGrath-Champ, and Meghan Stacey. "Teachers, school choice and competition: Lock-in effects within and between sectors." Policy Futures in Education 15, no. 1 (January 2017): 113–28. http://dx.doi.org/10.1177/1478210316688355.

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Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers’ working conditions as they relate to the restructuring of the professional landscape that school choice reforms bring. Drawing illustrations from a qualitative study of teachers’ working experiences in the lowest socio-economic status schools, through the ‘middle band’, to the most prestigi

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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.

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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lea

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McEwan, Rob. "Secondary student motivation to participate in a Year 9 Australian elective classroom music curriculum." British Journal of Music Education 30, no. 1 (July 2, 2012): 103–24. http://dx.doi.org/10.1017/s026505171200023x.

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Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school cul

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Yasar, Muhammet Ruhat, and Zeynel Amac. "Teaching Syrian Students in Turkish Schools: Experiences of Teachers." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 225–38. http://dx.doi.org/10.2478/sm-2018-0019.

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Summary The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syria

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Hammes, Patricia Simone, Maria Aparecida Crepaldi, and Marc Bigras. "Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling." Spanish journal of psychology 15, no. 1 (March 2012): 124–31. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37295.

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The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritabil

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ROESER, ROBERT W., JACQUELYNNE S. ECCLES, and ARNOLD J. SAMEROFF. "Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school." Development and Psychopathology 10, no. 2 (June 1998): 321–52. http://dx.doi.org/10.1017/s0954579498001631.

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Adopting a motivational perspective on adolescent development, these two companion studies examined the longitudinal relations between early adolescents' school motivation (competence beliefs and values), achievement, emotional functioning (depressive symptoms and anger), and middle school perceptions using both variable- and person-centered analytic techniques. Data were collected from 1041 adolescents and their parents at the beginning of seventh and the end of eighth grade in middle school. Controlling for demographic factors, regression analyses in Study 1 showed reciprocal relations betwe

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De Keere, Kobe, and Bram Spruyt. "‘Prophets in the pay of state’: The institutionalization of the middle-class habitus in schooling between 1880 and 2010." Sociological Review 67, no. 5 (January 28, 2019): 1066–85. http://dx.doi.org/10.1177/0038026118822824.

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Although it is well established that contemporary school-based pedagogy continues to be primarily oriented towards a middle-class habitus, little research has documented how crucial elements of such habitus, like an expressive self-conception and emotional management, became integrated in the educational institute and its philosophy. Therefore, this article reconstructs how the current middle-class habitus was institutionalized and what type of personality structuring it eventually replaced. We study the shifts in pedagogical ideas, the role of education and the position of teachers and relate

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Resti Nurhayati, Bernadeta. "CHILDREN FRIENDLY SCHOOLING TO FULFILL THE RIGHT TO EDUCATION." Jurnal Komunikasi Hukum (JKH) 6, no. 1 (February 17, 2020): 243. http://dx.doi.org/10.23887/jkh.v6i1.23490.

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Children are heir of a nation’s future. Therefore, they ought to be comprehensively prepared both physically and psychologically in order to reach desired adulthood. Parents, trustee, and teachers together play important roles in this regard. To reach impeccable adulthood, fulfilling certain education extenthas been serving obligatory purpose since long time ago. Generally, one child’s education and well-being have been parent’s responsibility. However, stateguarantees every child access to proper education fulfillment, as it is written on UUD 1945 article 28 C, which ensures citizen developme

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Phillips, Evelyn Newman, and Wangari Gichiru. "Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida." Genealogy 5, no. 1 (March 12, 2021): 20. http://dx.doi.org/10.3390/genealogy5010020.

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Through the lens of structural violence, Black feminism and critical family history, this paper explores how societal structures informed by white supremacy shaped the lives of three generations of rural African American women in a family in Florida during the middle to the late twentieth century. Specifically, this study investigates how disparate funding, segregation, desegregation, poverty and post-desegregation policies shaped and limited the achievement trajectories among these women. Further, an oral historical examination of their lives reveals the strategies they employed despite their

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Coleman-King, Chonika, Valerie Adams-Bass, Keisha Bentley-Edwards, Duane Thomas, Celine Thompson, Ali Michael, Gwendolyn Miller, Bianka Charity-Parker, and Howard Stevenson. "Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics." Social Sciences 10, no. 3 (March 10, 2021): 99. http://dx.doi.org/10.3390/socsci10030099.

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This paper reports on a curriculum designed for Black students whose school teachers and administrators sought to address concerns about students’ academic underachievement and behavioral challenges. In order to design the curriculum, we examined Black students’ reactions to race- and academic-related stress as a result of their interactions with mostly White teachers and peers in an increasingly diversifying predominantly White, middle-class community. Grounded in principles of Racial Encounter Coping Appraisal and Socialization Theory (RECAST), a paradigm for understanding the racial coping

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Faria-Ferreira, Ana Paula, Patrícia Alexandra Faria Ferreira, and Célio Gonçalo Marques. "Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region." Education in the Knowledge Society (EKS) 22 (March 18, 2021): e23680. http://dx.doi.org/10.14201/eks.23680.

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The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students'

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Araújo, André Fellipe Queiroz, and José Ivanildo Felisberto de Carvalho. "A inter-relação entre a estatística e a probabilidade: um estudo sobre os conhecimentos de professores de matemática do ensino médio sobre a curva normal." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (August 29, 2019): 263. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22623.

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Resumo: No presente texto, são discutidos os resultados parciais de um estudo que propõe uma investigação sobre os conhecimentos didático-matemáticos de professores de Matemática do Ensino Médio relativos à relação mútua entre a Estatística e a Probabilidade por meio da Curva Normal. Para tanto, esse estudo está fundamentado no modelo teórico de Conhecimentos e Competências Didático-Matemáticos do professor – CCDM, desenvolvido no âmbito da teoria do Enfoque Ontossemiótico. Apresentaremos aqui uma discussão sobre os conhecimentos de três professores de Matemática do Ensino Médio da rede públic

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Resh, Nura. "Sense of Justice in School and Social and Institutional Trust." Comparative Sociology 17, no. 3-4 (June 14, 2018): 369–85. http://dx.doi.org/10.1163/15691330-12341465.

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AbstractBased on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students’ sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one’s actual reward and his/her deserved reward, is reflected in three interrelated but distinct categories: instrumental, relational and procedural. The st

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Whitehead, Kay. "Do Men Still Manage While Women Teach? Using Four Reports on Middle Schooling to Portray Continuities and Changes in Teachers' Work in the 1990s." Australian Journal of Education 45, no. 3 (November 2001): 309–22. http://dx.doi.org/10.1177/000494410104500308.

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Asif, Tahseen, Nazia Rafiq, Muhammad Iqbal, Anwar Ali, Muhammad Asif Haider, Zaib U. Nisa, and Hasnain Raza. "Development of Basic Education Literacy Profile of Children Who Are Not Going to School in District Rawalpindi, Pakistan." European Journal of Education and Pedagogy 2, no. 3 (July 7, 2021): 105–9. http://dx.doi.org/10.24018/ejedu.2021.2.3.128.

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Education is the basic tool to eradicating poverty. Almost half of the population of Pakistan is illiterate and many children who are school aged are not attending the school. Rural areas of Pakistan are considered educationally deprived areas, where particularly girls are not sent to school. Pakistan expends around 2% of GDP on education that shows the low priority is given to education that is lowest among all developing countries. Even these insufficient resources are not utilized proficiently, due to it the learning standard and learning outcome of the students are below average. The study

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Mitchell, Roxanne M., Brenda J. Mendiola, Randall Schumacker, and Xaviera Lowery. "Creating a school context of success." Journal of Educational Administration 54, no. 6 (September 5, 2016): 626–46. http://dx.doi.org/10.1108/jea-02-2015-0018.

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Purpose The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA). Design/methodology/approach A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement). Findings Find

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Lloyd, David G. "An Integral Approach to Learning: Learning for Environments in Middle Schooling Teacher Education." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 2, no. 6 (2007): 27–34. http://dx.doi.org/10.18848/1832-2077/cgp/v02i06/54280.

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Cappella, Elise, Kate Schwartz, Jennifer Hill, Ha Yeon Kim, and Edward Seidman. "A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence." Journal of Early Adolescence 39, no. 2 (October 11, 2017): 167–200. http://dx.doi.org/10.1177/0272431617735653.

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This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying population weights, only reading self-concept remained negatively affected by middle school enrollment. Exploratory analysis revealed the negative effects

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Guenther, John, and Samuel Osborne. "Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools." Australian Journal of Indigenous Education 49, no. 1 (September 7, 2018): 57–69. http://dx.doi.org/10.1017/jie.2018.17.

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Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how

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Assiri, Abdullah, Ahmed A. Mahfouz, Nabil J. Awadalla, Ahmed Y. Abolyazid, and Medhat Shalaby. "Back Pain and Schoolbags among Adolescents in Abha City, Southwestern Saudi Arabia." International Journal of Environmental Research and Public Health 17, no. 1 (December 18, 2019): 5. http://dx.doi.org/10.3390/ijerph17010005.

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The incorrect carriage of schoolbags and heavy bags may result in back pain (BP) in adolescents. Our objective was to assess the problem of BP and associated factors among adolescents. This was a cross-sectional study targeting intermediate and secondary school adolescents in Abha City, Saudi Arabia. An anonymous questionnaire for BP was used. Student body weight and the weight of their full schoolbag were measured. The study included 876 adolescents. An overall prevalence of BP of 39.4% (95% CI: 35.3–43.7) was found. Upper BP (UBP), middle BP (MBP), and lower BP (LBP) amounted to 14.5%, 13.4%

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Gruenewald, David. "Teaching and Learning with Thoreau: Honoring Critique, Experimentation, Wholeness, and the Places Where We Live." Harvard Educational Review 72, no. 4 (December 1, 2002): 515–42. http://dx.doi.org/10.17763/haer.72.4.002577367146333n.

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In this essay, David Gruenewald weaves a narrative of his education and teaching together with Henry David Thoreau's comments on education, and with stories of Thoreau's own teaching and learning. Gruenewald's personal narrative begins with the discovery of Thoreau as a rare voice of social critique in the education of a typical middle-class adolescent, and then moves to a personal critique of the social context of schooling and the conventions of schooling from the author's perspective as a student and a high school teacher. The second part of the essay explores three teaching themes found bo

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Cattley, Georgina. "The Impact of Teacher-Parent-Peer Support on Students' Well-being and Adjustment to the Middle Years of Schooling." International Journal of Adolescence and Youth 11, no. 4 (January 2004): 269–82. http://dx.doi.org/10.1080/02673843.2004.9747935.

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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to deve

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Rincón-Gallardo, Santiago, and Richard Elmore. "Transforming Teaching and Learning Through Social Movement in Mexican Public Middle Schools." Harvard Educational Review 82, no. 4 (December 1, 2012): 471–90. http://dx.doi.org/10.17763/haer.82.4.46751717307t4j90.

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This article by Santiago Rincón-Gallardo and Richard F. Elmore explores the question of how and under what conditions a countercultural educational practice can be brought to scale as a reform initiative. Highlighting the evolution of the Learning Community Project (LCP) in Mexico, the authors present a practice that runs counter to the traditional culture and power relations of schooling. The authors examine how the LCP succeeded in expanding to hundreds of schools and was recently adopted as part of a national strategy to transform teaching and learning in nine thousand schools across Mexico

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Yates, Lyn, and Brenda Holt. "“Under pressure I fall back to being a teacher…” confronting contending desires for schooling and teaching in a middle school reform project." Australian Educational Researcher 36, no. 1 (April 2009): 27–42. http://dx.doi.org/10.1007/bf03216890.

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Zyngier, David. "(Re) conceiving Student Engagement: What the Students Say They Want. Putting Young People at the Centre of the Conversation." LEARNing Landscapes 1, no. 1 (January 1, 2007): 93–116. http://dx.doi.org/10.36510/learnland.v1i1.240.

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The challenge of student engagement has been recognised as a serious issue, especially in the middle years of schooling in Australian education. This qualitative study seeks to understand the experiences of one group of students beginning their high school years. Students are often left out of the discourse on student engagement. Traditionally they are objectified and omitted from the dialogue because often they are viewed as products of formal education systems. By giving voice to students, I compare and contrast the various and contested understandings of authentic or generative aspects of s

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Наталія Сулаєва. "FORMAL AND NON-FORMAL FEATURES OF ART EDUCATION IN UKRAINE FROM KIEVAN RUS PERIOD TO 1917." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 152–59. http://dx.doi.org/10.31499/2307-4906.3.2020.219117.

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The results of a retrospective analysis of the presence of formal and non-formal features of art education in the territory of Ukraine from Kievan Rus period to 1917 have been highlighted in the article. First of all, it has been emphasized that the study of the historical origins of art education in the territory of Ukraine, with emphasis on its formal and non-formal features, will empower to consider the positives of the national practice of transferring the experience of artistic activity from generation to generation.It has been determined that in Kievan Rus period the process of life expe

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Endrika, Sujarwo, and Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.

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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of

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Rianae, Rianae, Teti Berliani, and Erenfried Dagau. "KEPEMIMPINAN KEPALA SEKOLAH PEREMPUAN PADA SEKOLAH SWASTA EFEKTIF DI KOTA PALANGKA RAYA." Equity In Education Journal 2, no. 1 (August 21, 2020): 46–53. http://dx.doi.org/10.37304/eej.v2i1.1686.

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Abstrak: Secara umum penelitian ini bertujuan untuk mendeskripsikan tentang kepemimpinan kepala sekolah perempuan di SMP Kristen Palangka Raya. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Prosedur pengumpulan data menggunakan observasi, wawancara mendalam dan studi dokumentasi. Analisis data menggunakan pola interaktif data. Pengecekan keabsahan data dilakukan dengan metode triangulasi dan member check. Hasil penelitian menunjukkan bahwa efektivitas kepemimpinan dalam mewujudkan sekolah efektif bukan ditentukan oleh karakteristik gender. Kunci keberhasilan kepa

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Klizas, Šarūnas, Romualdas Malinauskas, and Dainius Žvirdauskas. "Changes in psychosocial adjustment of adolescents when applying the physical education lessons." Pedagogika 113, no. 1 (March 5, 2014): 186–98. http://dx.doi.org/10.15823/p.2014.1761.

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The aim of the present study was to establish the changes in psychosocial adjustment of adolescents conducting modified lessons of physical education. The educational experiment was carried out in one Kaunas secondary school. The research was performed in several stages.First, the experimental (n = 185) and the control (n = 192) groups were selected. Then the groups underwent the primary assessment of adolescents’ psychosocial adjustment. Afterwards, the experimental impact (the program of enhancing adolescents’ psychosocial adjustment in the lessons of physical education) was applied on the e

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Jim, Danny, Loretta Joseph Case, Rubon Rubon, Connie Joel, Tommy Almet, and Demetria Malachi. "Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands." Waikato Journal of Education 26 (July 5, 2021): 135–47. http://dx.doi.org/10.15663/wje.v26i1.785.

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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within for

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Stacki, Sandra, Zerin Bay, Andrew FlynnDavis, and Jessica Hermann. "Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic." Excelsior: Leadership in Teaching and Learning 13, no. 2 (March 10, 2021). http://dx.doi.org/10.14305/jn.19440413.2021.13.2.05.

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In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling design

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Shengnan, Liu, and Philip Hallinger. "Unpacking the effects of culture on school leadership and teacher learning in China." Educational Management Administration & Leadership, January 21, 2020, 174114321989604. http://dx.doi.org/10.1177/1741143219896042.

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Teacher professional learning plays a critical role in education reform by enabling teachers to refine their professional skills and keep up with changing content knowledge, pedagogy, and trends in schooling. This study examines how and under what conditions principal instructional leadership contributes to teachers’ professional learning in mainland China. Data collected from 1194 teachers in 64 primary and middle schools in mainland China were analyzed using structural equation modeling and bootstrapping tests. The research tested a moderated mediation model of instructional leadership effec

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Howard, Patrick, and Joy Howard. "Pandemic and Pedagogy: Elementary School Teachers’ Experience of H1N1 Influenza in the Classroom." Phenomenology & Practice 6, no. 1 (July 18, 2012). http://dx.doi.org/10.29173/pandpr19852.

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This study examined elementary school teachers’ experience of pandemic preparedness efforts by provincial and local agencies in Nova Scotia, Canada during the 2009 H1N1 flu pandemic. Eleven (11) elementary teachers were surveyed and interviewed and their responses analyzed to determine themes that have pedagogical significance for both education and health promotion. Teachers surveyed experienced a profound sense of responsibility for the children for whom they act in loco parentis. Teachers perceived themselves to be infection control agents and acted on behalf of students to mitigate the spr

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Morgan, Anne-Marie. "'Me as a Science Teacher': Responding to a Small Network Survey to Assist Teachers with Subject-Specific Literacy Demands in the Middle Years of Schooling." Australian Journal of Teacher Education 37, no. 6 (June 1, 2012). http://dx.doi.org/10.14221/ajte.2012v37n6.6.

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Rédai, Dorottya. "Discourses of Inequality." Intersections 5, no. 4 (March 20, 2020). http://dx.doi.org/10.17356/ieejsp.v5i4.580.

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In this paper I focus on the constitution of intersectional subjectivities and social inequality (re)production and discuss how class and ethnicity are (re)produced through gendered sexuality discourses and practices in a Hungarian secondary school, highlighting an aspect of intersectionality rarely explored in the sociology of education. The data used for the analysis come from a school ethnography I conducted between 2009 and 2011 in a combined secondary vocational-technical-grammar school in Hungary. The students of the school were mostly from lower-middle-class and working-class background

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