Log in

Relevant bibliographies by topics / Practices/school experiences

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Practices/school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Practices/school experiences.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Practices/school experiences"

1

Brown, Carleton H. "Perceptions of School Counselors Surviving a School Shooting." Professional School Counseling 22, no. 1 (2018): 2156759X1985325. http://dx.doi.org/10.1177/2156759x19853250.

Full text

Abstract:

School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.

APA, Harvard, Vancouver, ISO, and other styles

2

Pols, Wouter. "Pedagogical Practices in Vocational Education." Phenomenology & Practice 13, no. 1 (2019): 34–41. http://dx.doi.org/10.29173/pandpr29373.

Full text

Abstract:

What is it like to teach at a vocational school? What are the pedagogical challenges for teachers who are responsible for teaching young people going into the trades? Since September 2015, the Research Center Urban Talent of the Rotterdam University of Applied Sciences has conducted field research at six different schools of vocational education. As a member of the center’s research staff, I conducted a series of conversations with a team of vocational teachers at each school between September 2015 and May 2018. This paper offers an account of one of these conversations. It focuses on the pedagogical experiences of vocational teachers, and it aims to get the teachers to articulate their experiences and to investigate their meanings. My approach was phenomenological. The teachers were encouraged to share and reflect on their experiences.

APA, Harvard, Vancouver, ISO, and other styles

3

Åman, Pia, Ylva Lindberg, and Stephan Rapp. "Prövad eller beprövad?" Educare - vetenskapliga skrifter, no. 3 (March 25, 2021): 1–31. http://dx.doi.org/10.24834/educare.2021.3.1.

Full text

Abstract:

The rationale for this study stems from the Swedish educational context, where teacher practice is subject to policies stating that education must be built on research foundation and proven experience. In a previous article (Åman & Kroksmark, 2018), we demonstrated that the research foundation is operating in concurrence of teachers’ practices and experiences. This study in turn aims to explore how teachers understand proven experience and practices of proving professional experiences. The data was collected in 2014 in the project Modellskolan [The Model School], financed by the Swedish Research Council, through a stimulated recall method. We filmed 14 interviews with teachers focusing on group discussions about teachers’ practical dilemmas. The interviews were analyzed with a phenomenographic method, and the result revealed five categories with which the teachers evaluated collegial and individual experiences. The categories were analysed through praxis theory and linked to the phenomenological concepts of time and space to elucidate how fluid situated and unspoken professional experiences become systematic, general and partly transferable through proving practices. The results shed light on how teachers’ experiences and everyday practices challenge and encourage revisions of the definitions of research foundation and proven experiencea in Swedish national policies.

APA, Harvard, Vancouver, ISO, and other styles

4

Dutil, Stacey. "Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline." Children & Schools 42, no. 3 (2020): 171–78. http://dx.doi.org/10.1093/cs/cdaa016.

Full text

Abstract:

Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.

APA, Harvard, Vancouver, ISO, and other styles

5

Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.

Full text

Abstract:

Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results. Originality/value This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.

APA, Harvard, Vancouver, ISO, and other styles

6

O'Neill, J. Conor, Marisa E. Marraccini, Sarah E. Bledsoe, Steven E. Knotek, and Alexander V. Tabori. "Suicide postvention practices in schools: School psychologists’ experiences, training, and knowledge." School Psychology 35, no. 1 (2020): 61–71. http://dx.doi.org/10.1037/spq0000331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Amjad, Afshan. "Muslim students’ experiences and perspectives on current teaching practices in Canadian schools." Power and Education 10, no. 3 (2018): 315–32. http://dx.doi.org/10.1177/1757743818790276.

Full text

Abstract:

This study investigated seven Muslim elementary school students’ classroom experiences in a large urban area in western Canada. Although existing studies have examined the experiences of Muslim high school, college and university students, no research focused specifically on Muslim elementary school children’s classroom experiences in Alberta prior to this study. The study used an interpretive inquiry approach in which interviews with children about their lived experiences of schooling served as a foundation for critical analysis of school culture. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.

APA, Harvard, Vancouver, ISO, and other styles

8

Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.

Full text

Abstract:

Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.

APA, Harvard, Vancouver, ISO, and other styles

9

Katz, Arlene M., and John Shotter. "Articulating Practices: Methods and Experiences." Concepts and Transformation 1, no. 2-3 (1996): 239–47. http://dx.doi.org/10.1075/cat.1.2-3.08kat.

Full text

Abstract:

In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.

APA, Harvard, Vancouver, ISO, and other styles

10

Goodman-Scott, Emily, Amy W. Upton, and Anita A. Neuer Colburn. "District-Level School Counseling Supervisors’ Experiences With and Perceptions of Hiring School Counselors." Professional School Counseling 24, no. 1_part_3 (2021): 2156759X2110076. http://dx.doi.org/10.1177/2156759x211007656.

Full text

Abstract:

Although district-level school counseling supervisors often assist with school counselors’ transition from preparation to practice, including hiring practices, research on this phenomenon is limited. Thus, we conducted an exploratory thematic analysis examining 12 district supervisors’ experiences with and perceptions of hiring preservice school counselors. Results included the following two themes: (a) prioritizing the American School Counselor Association National Model and (b) the relevance of school counselors’ previous teaching experiences. The results also provided insight into supervisors’ appreciation of school counselors’ educational identity.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Practices/school experiences"

1

LaMontagne, Landon R. "Religious Music in Public School Choir: Attitudes, Practices, and Experiences." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560359050058863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Brett, S. E. "Pupils' experiences of authentic voice and participatory practices in a special school." Thesis, London South Bank University, 2018. http://researchopen.lsbu.ac.uk/2749/.

Full text

Abstract:

This qualitative study seeks to examine the experiences of pupils identified with special educational needs and disability (SEND) in a London special school, and better understand what constitutes authentic voice and participation. The research focuses on pupils labelled as having Complex Mixed Needs (CMN) who may be considered "harder to reach" (Porter, 2009, p. 349) because of their speech and communication difficulties, learning disabilities or complex health needs. I was motivated to undertake this research by the introduction of Education, Health and Care plans (EHCp) proposed by the Children and Families Act 2014 (CFA) and the updated SEND Code of Practice (CoP) (DfE, 2015), because legislation appears to be championing inclusive practice and enabling unprecedented opportunities to ensure pupils have a say in key issues that affect them. This research scrutinises aspects of SEND reform and contends that while new legislation enshrines pupil voice and participation in law there appears to be no coherent plan for how this is to be implemented. The concept of voice as speech is far from straightforward and I argue for a reconceptualisation of voice beyond speech. This study examines how voices are heard and if pupils' experiences of participation correspond to the principles outlined in the EHCp process. The methodology applied is child-focused and encompasses an action research (AR) approach. This sits well with the emancipatory principles of critical disability theory because it places the voices of pupils identified with CMN at the forefront of research. The Draw, Write and Tell (DWT) approach was utilised to access 19 pupils' perspectives which provided rich and complex visual, written, verbal and non-verbal data. This research has important implications for education policy and practice and makes a series of recommendations for change. It advances the debate about pupil voice and participation and establishes that a visual, child-friendly methodology can be employed to support pupils identified with CMN to have their say.

APA, Harvard, Vancouver, ISO, and other styles

4

Haufiku, Anneli Ndapandula. "Teachers’ experiences and practices of support for school-going teenage mothers in Namibia." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86504.

Full text

Abstract:

Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools.<br>AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ŉ netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ŉ beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ŉ sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ŉ tekort aan hulpmiddels was, dat onderwysers gevoel het dat ŉ las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ŉ behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ŉ onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ŉ swanger leerder het ŉ invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ŉ swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

APA, Harvard, Vancouver, ISO, and other styles

5

Anderson, Michael H. (Michael Hansford). "A study of the federal government's experiences with commercial procurement practices in major defense acquisitions." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Yi, Youngjoo. "Immigrant students' out-of-school literacy practices a qualitative study of Korean students' experiences /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118856037.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center

APA, Harvard, Vancouver, ISO, and other styles

7

Taylor, Julia V. "The Experiences of School Counselors Who Integrate Yoga into a Comprehensive School Counseling Program: A Phenomenological Approach." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4386.

Full text

Abstract:

The purpose of this phenomenological qualitative study was to explore the experiences of school counselors who implement yoga into a comprehensive school counseling program. Over the past decade, yoga has gained popularity as a prevention and intervention tool in public school settings. Prior to this study, the role of the school counselor in this process has not been explored. This study investigated the lived experiences of 10 school counselors who integrate yoga into a comprehensive school counseling program. Through data analysis, five significant themes and subsequent subthemes emerged: 1) intentionality (personal experiences with yoga impacts professional intentions, yoga intentionally tied with comprehensive school counseling goal); 2) yoga integration (organic commonalities between school counseling and yoga, methods of yoga delivery, overlap of yoga philosophies and ASCA Mindsets & Behaviors standards); 3) logistics of yoga integration (accessibility of yoga, managing yoga myths and stereotypes, program supports); 4) perception of yoga impact, (overall impact on school, impact on student, examples of students taking yoga “off the mat”); and 5) impact of yoga integration on school counselor (yoga as a self-care strategy, yoga is a meaningful aspect of school counselor role). Findings from this study suggest that yoga is a viable and valuable tool to include in a comprehensive school counseling program. Moreover, as the yoga in schools movement continues to grow, school counselors should be regarded as essential stakeholders in the development, implementation, and evaluation process. Results from this study provide a foundation for future research concerning school counselors and yoga.

APA, Harvard, Vancouver, ISO, and other styles

8

Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

Full text

Abstract:

Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

9

Minor, Jill S. "Elementary School Counselors’ Professional Experiences and Practices Working with Students Identified as Gifted: A Qualitative Study." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447689387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

McAllister, Stefanie L. Lyman Linda L. "Women administrators' perceptions of the contribution of competitive sport experiences to their career paths and leadership practices." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134081&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705818&clientId=43838.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Linda Lyman (chair), Amee Adkins, Diana Jones, Dianne Gardner. Includes bibliographical references (leaves 177-197) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Practices/school experiences"

1

Warr, Jennifer. The education of school-aged mothers: Experiences, aspirations and practice. Oxford Brookes University, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Haun, Roland. Practical lessons from the experiences of a school leader: Practical ways to succeed based on the real life experiences as a principal and superintendent. Watercress Press, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

The hidden principalship: A practical handbook for new and experienced principals. Rowman & Littlefield Education, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Starkman, Mary-Martha R. Inclusive teaching practice in the Jewish day school: General studies teachers' experiences. Brock University, Faculty of Education, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Osborn, M. Policy, practice and teacher experience: Changing English primary education ; findings from the PACE project. Continuum, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

A, Binder David, ed. Demystifying the first year of law school: A guide to the 1L experience. Wolters Kluwer Law & Business, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Le théâtre universitaire: Pratiques et expériences = The university theatre : practice and experience. Éditions universitaires de Dijon, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Moore, Susan Thompson. Asperger syndrome and the elementary school experience: Practical solutions for academic & social difficulties. Autism Asperger Pub., 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Improving the student experience: A practical guide for universities and colleges. Routledge, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

P, Gipe Joan, ed. Literacy in the intermediate grades: Best practices for a comprehensive program / Nancy Lee Cecil, Joan P. Gipe. Holcomb Hathaway, Publishers, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Practices/school experiences"

1

Lameras, Petros, and Vasiliki Papageorgiou. "Experiences of Multimodal Teaching Through a Serious Game: Meanings, Practices and Discourses." In Technology Supported Innovations in School Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Weiss, Emily, and Bernadette Chi. "¡Youth & The Ocean! (¡YO!): Partnering High School and Graduate Students for Youth-Driven Research Experiences." In Exemplary Practices in Marine Science Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90778-9_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Malinen, Antti, and Tanja Vahtikari. "Feeling the Nation through Exploring the City: Urban Pedagogy and Children’s Lived Experiences in Postwar Helsinki." In Palgrave Studies in the History of Experience. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_13.

Full text

Abstract:

AbstractIn the post-1945 world, Finnish schools were appointed the new task of fostering democratic values and educating peace-loving citizens. By exploring postwar art and environmental education in Helsinki, understood as means to expand children’s emotional competences, Malinen and Vahtikari provide a unique analysis of the ways educators, children and urban space co-produced the nation in everyday (school) practices. Malinen and Vahtikari show the importance of fully acknowledging the spatial, material and sensory aspects of emotions when discussing children’s emotional formation and historical manifestations of everyday nationalism. To illustrate the adult-children co-creation of different ideas, practices and emotions with respect to the national community, the chapter uses two sets of contemporary sources: educators’ writings and children’s drawings.

APA, Harvard, Vancouver, ISO, and other styles

4

Nemèth, Balàzs. "Developing active citizenship through adult learning and education. Experiences from an INTALL Winter School Comparative Working Group." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.05.

Full text

Abstract:

Active citizenship became a research issue for adult learning and education in 1995 when the Council of Ministers decided to make 1996 the Year of Lifelong Learning. Moreover, the Lisbon programme, in the year 2000, reinforced the relevance of the issue and, along with employability, connected it to lifelong learning. That is why since 2001 comparative adult learning and education researchers have put a specific focus on analysing active citizenship and bridging it to adult learning. For this very reason, a distinguished Comparative Working Group was formed at the 2019 Winter School of the Erasmus+ Intall project—on the one hand, to collect different national/regional and local narratives and understandings of active citizenship and, on the other, to gather examples, good practices, formations of active citi-zens, or trajectories of how to learn for active citizenship as routes and processes of lifelong learning. The same Winter School comparative group tried to analyse the similarities and differences collected in an effort to relate them to existing theoretical frames offered by key authors on the topic, including Baert, Jansen, Jarvis, Johnston, Wildemeeersch, and others. This paper discusses the experiences of the comparative working group and formulates some special conclusions and comments for further actions of comparative studies in adult learning and education.

APA, Harvard, Vancouver, ISO, and other styles

5

Chandra-Mouli, Venkatraman, and Sheila Vipul Patel. "Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_46.

Full text

Abstract:

Abstract This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries (LMIC) about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls’ preparedness for menarche, knowledge of menstruation, and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls’ knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate, and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge, and poor practices surrounding menstruation are key impediments not only to girls’ education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.

APA, Harvard, Vancouver, ISO, and other styles

6

Fazio, Xavier, and Louis Volante. "Practicum/School Experience/Fieldwork." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Fazio, Xavier, and Louis Volante. "Practicum/School Experience/Fieldwork." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_401-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Schweig, Jonathan D., and José Felipe Martínez. "Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_6.

Full text

Abstract:

AbstractStudent surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.

APA, Harvard, Vancouver, ISO, and other styles

9

Gaines, Cherie B. "Middle School Instructional Practices." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch001.

Full text

Abstract:

As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

APA, Harvard, Vancouver, ISO, and other styles

10

Savvani, Stamatia. "Meaningfully Engaging EFL Students in the Digital School." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch005.

Full text

Abstract:

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Practices/school experiences"

1

Carpenter, Stacey L. "Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices." In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

Full text

Abstract:

The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.

APA, Harvard, Vancouver, ISO, and other styles

3

Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

Full text

Abstract:

Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.

APA, Harvard, Vancouver, ISO, and other styles

4

Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.

Full text

Abstract:

Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.

APA, Harvard, Vancouver, ISO, and other styles

5

Zurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.

Full text

Abstract:

The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an Italian university, it collects testimonies, experiences and reflections of the students concerning the learning gained in the workshops organized by the degree course and to those acquired during the observation of the different public schools where they carried out the compulsory training to become teachers.The results, collected by the qualitative analysis of data, induce different levels of reflection concerning the current schooling educational practices for teaching motor activity, the training needs of future teachers, the elaboration of specific contents and teaching methods/strategies for the preparation of spaces and tools that guarantee the full accessibility of learning for all the students.

APA, Harvard, Vancouver, ISO, and other styles

6

Tsybrova, Irina Olegovna. "Project making experience in primary school." In VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

Full text

Abstract:

The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and social. The experience of using the questionnaire adapted in Russian language demonstrated that it can be used to evaluate and comparatively analyze the general level of engagement/disengagement of different grade schoolchildren, to assess the quality of educational environment, to analyze individual manifestations of school engagement/disengagement, and identify the corresponding risk groups. The questionnaire adaptation results confirmed the relevancy of considering school engagement as a multidimensional construct, supposing assessment of its behavioral, emotional, cognitive, and social aspects. A comparative analysis of the schoolchildren’ engagement/disengagement by various components makes it possible to obtain valuable data on the peculiarities of children’s reflection of their involvement in the school life. Whereas disengagement (if found) serves as a marker of a student’s maladaptation requiring attention from the school administration. The study confirms the importance of investigating school engagement for the purposes of planning activities related to increasing academic motivation, as well as for understanding the principles and quality of educational activities organization, students’ reflection of their school activities, depending on contextual factors. The authors consider the options for using the questionnaire in the practice of a school psychologist and in the field of educational psychology research.

APA, Harvard, Vancouver, ISO, and other styles

8

Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome, and Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.

Full text

Abstract:

Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that occur in the school space, highlighting the causes and consequences of physical, psychological, symbolic violence and one of the most worrying in the world scenario: the " bullying". The general objective is to verify the existence and manifestations of violence in the school environment among students, teachers, managers and employees to understand the relationship that young people have with their peers, identifying the forms of violence called "bullying" that occur in the environment in an attempt to reflect on how such practices can be fought through Human Rights Education. Therefore, the methodology used will be qualiquantitative and will consist of a literature review, which will aim to situate human rights and bullying as objects in the field of socio-legal studies. Documentary analysis of laws dealing with human rights and education will be carried out, as well as field research, through which the questionnaire will be used as a data collection instrument to understand the perception of high school students about bullying and the disrespect for differences. The work will also involve quantitative analysis in the analysis of data to verify the incidence of bullying, its modalities and how Human Rights Education can contribute to respecting and valuing differences. With the completion of this research, it is expected to provide educators and students of educational institutions, an analysis of the importance of forming a culture of respect for human dignity, diversity, multiplying information and experiences that contribute to participatory awareness, rethinking the citizen reality of the population involved and reinforcing the socio-political-cultural identity of social segments and groups, based on the school reality and on Human Rights Education

APA, Harvard, Vancouver, ISO, and other styles

9

Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

Full text

Abstract:

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

APA, Harvard, Vancouver, ISO, and other styles

10

Boiko, Anna Mikhailovna. "The impact of social networks on the range of children's reading." In International Research-to-practice Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-81186.

Full text

Abstract:

In this article the author explores the experience of using social media platforms as instruments which form children reading range among elementary school students. The stages were defined and the conclusion about perspectives of its using by elementary school teachers was made.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Practices/school experiences"

1

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

Full text

Abstract:

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

APA, Harvard, Vancouver, ISO, and other styles

2

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

Full text

Abstract:

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

APA, Harvard, Vancouver, ISO, and other styles

3

Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

Full text

Abstract:

A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.

APA, Harvard, Vancouver, ISO, and other styles

4

Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

Full text

Abstract:

The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).

APA, Harvard, Vancouver, ISO, and other styles

5

Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

Full text

Abstract:

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

APA, Harvard, Vancouver, ISO, and other styles

6

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

Full text

Abstract:

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

APA, Harvard, Vancouver, ISO, and other styles

7

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

Full text

Abstract:

In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

APA, Harvard, Vancouver, ISO, and other styles

8

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

Full text

Abstract:

How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

APA, Harvard, Vancouver, ISO, and other styles

9

Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

Full text

Abstract:

Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!