Relevant bibliographies by topics / Researcher school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Researcher school'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Researcher school"

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Trump, Linda. "The School Psychologist as Action Researcher." School Psychology International 11, no. 3 (1990): 187–93. http://dx.doi.org/10.1177/0143034390113004.

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Brulles, Dina. "School District and Researcher Collaboration: A School Administrator’s Practice and Perspective." Gifted Child Today 42, no. 2 (2019): 81–85. http://dx.doi.org/10.1177/1076217518825372.

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The author, as a school administrator, wrote this article to describe an effective collaboration with several universities on research projects that benefit both institutions. The outcomes described here focus on the process involved in such collaborations and the benefits to the school district these collaborations can create. Directed toward other school administrators, the article outlines processes employed to encourage similar partnerships between other school districts and universities. Based largely on the collaborative partnership between Paradise Valley Unified School District (PVUSD) and the College of William & Mary, the author shares a framework for initiating and planning such collaboration from a school administrator’s perspective. Within this framework, she describes approaches for obtaining administrative support, methods for planning proactively, suggestions for allocating time and resources, and the importance of integrating projects into existing structures and aligning them to district initiatives. The outcomes discussed describe what schools can expect from these collaborative partnerships. These outcomes can include professional learning opportunities with leading experts in the field, free curriculum and other resources, and access to school or district research-based data that have been analyzed by the higher institution’s researchers.
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Sukhanova, Natalia P. "Scientific School at higher education institution: professional formation of a researcher." Science and School, no. 2, 2020 (2020): 39–45. http://dx.doi.org/10.31862/1819-463x-2020-2-39-45.

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In the modern education system, strategies for improving the scientific potential of universities are being developed, in light of which issues related to streamlining the work of scientific schools in universities and large-scale involvement of students in research of scientific schools are being updated. The phenomenon of a scientific school is considered as an effective mobile reserve on the way to increase the scientific component in a university. Attention is focused on the ambiguity of the concept of a scientific school and the lack of a unified conceptual approach in relation to the definition of this concept. Emphasis is placed on philosophical studies of the phenomenon of the scientific school. The criteria of success of a scientific school are analyzed. Particular attention is paid to the continuity of generations in a scientific school and the importance of personal contacts between teacher and student. A scientific school will cease to exist if it is not replenished with new personnel, the cultivation of young scientists is the most important task of modern higher education. A significant difference between the scientific school and the research team is revealed. The value of a scientific school in the professional development of a researcher is shown on the example of the M. A. Rozov’s theory of social relay races. It is concluded that scientific schools are an integral part of education and the successful existence of scientific schools requires further study and an integrated science-research approach.
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Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.

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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.
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Ostinelli, Giorgio. "Between university and school: the School Improvement Advisor/researcher (SIA)." International Journal of Leadership in Education 22, no. 2 (2017): 189–205. http://dx.doi.org/10.1080/13603124.2017.1321784.

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Nami, Shamsi, and Nematallah Matin. "Researcher Teacher Program: Achievements and Shortcomings." International Education Studies 10, no. 3 (2017): 99. http://dx.doi.org/10.5539/ies.v10n3p99.

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This paper reports the results of a study entitled "Pathology and Researcher Teacher Program promotion and development approaches”. The aim of this study is to identify achievements, the cooperation and participation of teachers and principals in school activities in Researcher Teacher Plan and awareness of the shortcomings and obstacles in the implementation of this program. The research method is descriptive. The population statistic in this study involves two groups of researcher and non-researcher teachers and administrators. The sample consisted of 500 members who are estimated according to the population size on the basis of Kerjcie and Morgan table. Moreover, to select desired sample, multi-stage sampling method is used. Totally, 19 districts region of Tehran are divided into 5 categories and one region is randomly selected of each category and also from each region girls and boy’s school in primary school, secondary and high schools are chosen randomly and a number of researcher and non-researcher teachers and administrators of schools are selected randomly as samples size. Two types of questionnaire are used for data collection. In order to study the form and content tools, the opinions of 10 experts and Cronbach’s alpha is used to calculate reliability. The results showed that obstacles and shortcomings measurement has are significant level of P<0.5 and alpha coefficient is obtained 0.715 and questionnaire to assess the qualitative achievements of the plan has a significant level P<0.5 and Alpha as 0.587. Results showed achievements for researcher teacher is far greater than non- researcher teachers and administrators. Furthermore, researcher teachers and administrators have participated more than non-researcher ones in holding briefings, workshops and council meetings teachers but no significant differences appears in participation between the two groups of teachers in workshops and council meetings there. Non-Researcher teachers and administrators state that obstacles and shortcomings of non-researcher teacher’s plans are more than researcher teachers and administrators. However, both group almost are deployed similarly the first six obstacles as priorities 1 to 6.
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Strokova, T. A. "DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?" Education and science journal, no. 7 (January 1, 2016): 11–25. http://dx.doi.org/10.17853/1994-5639-2016-7-11-25.

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Aviles, Ann M. "On the Conditions of Fragility: Homeless Education Policy, Accountability, and Researcher Reflections." Education and Urban Society 51, no. 3 (2017): 311–31. http://dx.doi.org/10.1177/0013124517717788.

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This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.
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Dr. Munir Khan, Dr. Iqbal Amin Khan, and Dr. Muhammad Nisar. "A Study on Community Involvement in the Development of Secondary Schools." sjesr 3, no. 1 (2020): 251–56. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(251-256).

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This study aimed to examine community involvement in secondary level school development Malakand District. The aims of the researcher were to explore the involvement of the community, participation, adjustments and interest in school development activities. The population of this study was all the heads and teachers of the Malakand District Government Secondary schools. Through random sampling , the researcher selected 20 principalals and 60 teachers both male and female. The quantitative method of study was introduced and data collected through a questionnaire consisting of twenty-three questions. It was found in this study that the community members were involved in the development of the school. The members of the community attend school meeting with staff and check the achievement and progress of their children at school. The schools encouraged community participation and were sharing their students' progress report with parents. The community members raised no funds for schools, so the researcher suggests that community members support these efforts to encourage school growth, and community members should have a clear time to address the issue with staff.
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MWENWA, EVELYNE MALINDA, and DR JUSTUS MCHOMA GORI. "RELATIONSHIP BETWEEN SCHOOL FEEDING PROGRAMMES AND THE PUPILS’ SCHOOL ATTENTANCE IN PUBLIC PRIMARY SCHOOLS IN KITUI COUNTY, KENYA." International Journal for Innovation Education and Research 7, no. 10 (2019): 01–14. http://dx.doi.org/10.31686/ijier.vol7.iss10.1669.

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Education can be achieved successfully if hunger is controlled. This can be done if SFPs are introduced and implemented in schools. School Feeding Programme was initiated in Kenya in 1979 with provision of milk packets to the pupils and it was fully implemented in 1980 by the government of Kenya with collaboration with World Food Programme (WFP). The objective of this study was to assess the relationship between SFPs and the pupils’ effectiveness in learning in public primary schools in Kitui County. The study intended to assess attendance as an indicators of effectiveness in learning. The study used Classical Liberal Theory of Equal Opportunity and Maslow’s Theory of Human motivation. The researcher used Survey Research Design. The target population was 374 primary schools under feeding Programme in Kitui County. The sample size was 112 schools which are 30% of the target population. These schools were sampled randomly. The researcher also randomly sampled five percent (19) class seven teachers to get a total of 131 respondents. The research instruments used by the researcher were the questionnaires for head teachers and the interviews for class seven teachers’ representatives. To test validity of the research instruments, the researcher did piloting in two schools (10%) of the sample target, 19 class seven teachers. The researcher also discussed the instruments with her supervisors and was advised accordingly. Reliability of the research instruments was calculated using test-retest method. Quantitatively collected data was analyzed using descriptive statistics and Pearson r with the help of SPSS software while qualitatively collected data was analyzed using Focus by Question Analyses Strategy. Analyzed results were presented using tables, graphs and pie-charts. The findings of the study may help the administrators and policy makers in laying their strategies successfully. Results show that there was a significant relationship between school feeding program and the pupils’ school attendance. Findings from the interviews further confirmed that there was unwavering agreement among class seven teachers’ representatives that school feeding program was positively associated with pupils’ school attendance. The study concludes that SFP has significant influence on effectiveness in learning in relation to attendance among primary school pupils, hence the hypothesis that there is no significant relationship between school feeding Programme and the pupils’ attendance was therefore, rejected. The study recommends that the county government should liaise with parents and guardians of primary school pupils so as to expand SFPs to retain pupils at school. These findings will be beneficial to the Ministry of Education and the school administrators while laying their strategies.
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Dissertations / Theses on the topic "Researcher school"

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Mesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.

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Accompanying materials housed with archival copy.<br>The purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For the purpose of this study documentation is any recording of or about classroom activities, students, or events influencing learning (Dahlberg, Moss, & Pence, 1999). Data forms included fieldnotes, video tapes, and classroom artifacts. I used complementary categorizing (Maykut & Morehouse, 1994) and contextualizing (Erickson, 1986, 1992; Merryfield, 1990) approaches for analysis, aided by the computer software program Atlas.ti (Muhr, 1997).<br>Three main categories of documentation were uncovered in the data. These are interactive documentation, reflective documentation, and process-oriented documentation. The activities that supported and sustained the creation of this documentation are explored in detail. The consequences of the documentation process resulted in what is described as an interactive classroom. The major conclusions concern the importance of communication cycles, flexible teacher roles, and the space provided for student participation.
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Azim, Z., Krzysztof J. Paluch, and Justine Tomlinson. "Exploring the impact of Research Culture and Supervision on Post Graduate Researcher engagement within the School of Pharmacy." Pharmacy Education, 2019. http://hdl.handle.net/10454/17243.

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Fernandes, Anthony. "Building Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcher." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195779.

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This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent perspective, the evolution of the partnership occurred through three stages, determined by the content-teaching tensions. The first stage focused on the mathematics content, with the agenda being set and run by the researcher. The second stage gave rise to the content-teaching tensions as the teacher shifted the discussions from content to a focus on lesson planning and teaching. Tensions were resolved in the third stage with the teacher taking a proactive role in the discussions of lesson design and teaching. The mathematical issues in planning and teaching reflected the shift in the partnership where in the beginning the discussions focused on the mathematical content, later discussions centered on a combination of content, pedagogy, and student thinking. The assessment discussions addressed differences between the language of the curriculum and the district and state tests.The shift in the partnership can be attributed to the teacher's choice of high level mathematics tasks, the subsequent adoption of a conceptually based mathematics curriculum and the effective management of the dialectic tensions by both partners. This study illustrated that generating perturbations and effective management of dialectical tensions has the potential for a fruitful collaboration between teachers and researchers.
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Santos, Joana Ribeiro dos. "Encontros de ensino de História como espaçostempo de pesquisa: o professor-pesquisador e o estudante-pesquisador nos cotidianos escolares." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5485.

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Este texto é resultado de encontros. Encontros de sala de aula, encontros de História, encontros de debate, encontros de vidas. Estes encontros produziram novos fios que foram tecendo-se juntos e unindo-se a uma rede que associava questões acerca do cotidiano escolar, do ensino de História, da formação do professor, da escola noturna e da pesquisa em sala de aula. Desejava-se compreender se a escola é um espaçotempo de pesquisa e se os estudantes são estudantes-pesquisadores e os docentes, professores-pesquisadores. Ao final da pesquisa realizada em uma escola noturna da rede estadual do Rio de Janeiro, pudemos compartilhar experiências vividas no cotidiano de seus praticantes e discutir se a escola proporciona ações de pesquisa entre os estudantes e se a mesma busca desenvolver atividades que partam dos interesses do grupo discente. A escola é um lugar de pesquisa e nós somos estudantes-pesquisadores e professores-pesquisadores mesmo que, muitas vezes, a escola, da forma como está organizada e sofrendo pressões internas e externas diversas, como, por exemplo, a falha formação de professores e as políticas públicas de ensino, negligencie os interesses dos estudantes e que os mesmos não consigam reconhecer-se enquanto condutores de seu processo de aprendizagem, estudantes e professores pesquisadores. É a experiência da pesquisa, de atividades que estimulem o estudante a fazer escolhas, buscar informações, analisá-las, criticá-las, organizar o seu pensamento, apropriar-se dos conhecimentos reunidos e colocar-se diante da sociedade, modificando-se, que formará os cidadãos críticos que a escola e o ensino de História devem auxiliar a form<br>This text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.
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Lyons, Joanne Patricia. "Using collaborative action research to support adoptive parents in their communications with school staff." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-collaborative-action-research-to-support-adoptive-parents-in-their-communications-with-school-staff(8499eee6-9489-4593-9fdc-7062526ab9f8).html.

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To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA), this thesis describes collaborative action research conducted by an Educational Psychologist (EP) with adoptive parents to support their communications with school staff. Participants were members of an Adoption Support Group and colleagues in Social Care. Information was gathered via focus groups and semi-structured questionnaires to ascertain the types of difficulties expressed by adoptive parents and inform the processes of communication systems. Participatory action research empowered participants to engage in meaningful and purposeful actions of planning, designing and evaluating information. The research narrative reports on first person inquiry through personal reflection and learning. Second person inquiry was generated in the course of research interactions with participants and the data that emerged from their realities to inform practical learning in action. Third person inquiry moved towards thinking around explanations for issues and the generation of knowledge. Knowledge was developed about parents’ perspectives on the barriers and enabling factors involved in their communications with school staff. The action research approach captured the potential of the insider position to generate rich data in situ while promoting a collaborative response to the social situation faced by the adopters when communicating with school staff. My insider position as researcher, holding multiple roles as an adoptive parent, as an EP and LA officer, is actively acknowledged as influencing understanding and the conceptualisations of the findings. The participants collaborated in the generation of a resource that provided opportunities for insight into issues to improve working practice and may provide a tool to allow parents to communicate effectively with school staff. The resource supported two main recognised functions: practical structure and emotional support. Empowering approaches were those that respected their knowledge, used their language and meanings in an emancipatory way that removed barriers, and were inclusive of them and their children. Communication is enhanced by and depends on systems that are empowering for parents and staff to co-construct shared understandings.
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Tembe, Cristina Raul Cesar Augusto. "Exploring professional development interventions for improving the teaching practice of primary school teachers." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24096.

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Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of Education (MINED) and teachers. Both the MINED as employer and the teachers individually have permanently been looking for models and ways to upgrade their academic and professional qualifications levels. The constraints faced by Mozambique are similar to those faced by other sub-Saharan African countries since their independence due to the increased pressure for more attention to all levels of education, with particular emphasis on primary education. Although TCPD is usually seen as part of the overall Strategy for Teacher Education (Ministry and Education and Culture, 2004), this scenario privileges initial teacher education since there are many unqualified teachers facilitating learning. The main challenge of this study was to investigate the practices of primary school teachers in Grades 1 and 2 through a participatory action research (PAR) in a study titled Exploring Professional Development Intervention for Improving the Teaching Practices of Primary School Teache. Mixed methods research was used, namely quantitative and qualitative methods. A quantitative method was used during the baseline study which consisted of questionnaires administrated to 1 028 teachers from six provinces in the country. Qualitative research was used with five practitioner-researchers (PRs) in one school. Each PR was approached as a single case study. The findings of this PAR indicate that, on the one hand, the teachers are aware of the need for more academic and pedagogical qualifications, and on the other hand, of the individual responsibility they have. They believe that progression in their careers should be a credible procedure that recognises the TCPD programmes they have attended. The teachers are of the opinion that the MINED should formally recognise the TCPD by allocating credit points to teachers. Although the self-directed professional development (SDPD) model used in this study was time consuming, it has revealed that TCPD can provide effective results when with the appropriate support and follow-up of methods of facilitating the learning of reading and writing skills in Grades 1 and 2. The study involved all teachers appointed to Grade 1 in 2007, and continued with the same teachers until 2010. During this period the teachers were appointed to facilitate learning in Grades 1 and 2. Notwithstanding the fact that the PRs were only from 2 of the 7 grades provided in primary education, the study revealed the advantage of whole school professional development. The study took into consideration the Mozambican school context and calendar. For instance, the PRs were certified by the latest model of teacher education (10+2 teacher education programme) provided by the MINED. In addition, the meetings were carried out during the period scheduled for the planning of pedagogical practices and TCPD programmes. Throughout the study the constant issue that emerged was the need for a paradigm shift in TCPD. Providers of TCPD need to introduce changes in the way they view primary school teachers and confer on them the responsibility for their individual continuous professional development. Action Research could be the new research paradigm used by providers and teachers to improve their work, understand learners’ learning problems and find the appropriate solutions to improve achievement. The findings of this PAR both contribute to understanding the teachers’ views with respect to the TCPD programmes being provided, and offer the option for a new paradigm for TCPD. In this regard the current providers of such programmes can also consider the school principal and the deputy principal as fundamental facilitators of TCPD through a SDPD model.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Humanities Education<br>unrestricted
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Idelbrando, Amália Galvão. "Escola pesquisadora?: (Representações de professores e gestores de uma escola que se diz pesquisadora: a relação entre suas práticas e a construção de conhecimento dos alunos)." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07082017-160228/.

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O presente trabalho de pesquisa investigou uma Escola Municipal da periferia da cidade de São Paulo - SP, Zona Leste, que se intitula escola pesquisadora, por realizar ações de pesquisa junto aos educandos, em especial, Trabalhos de Conclusão de Ciclo (TCC) como finalização do Ensino Fundamental, sendo que tal prática teria ocorrido por volta de quatro anos antes dessa medida se tornar política educacional da SME-SP. Os educadores da instituição escolar reforçaram essa decisão por meio da publicação de um livro, de modo que os artigos buscassem refletir a própria prática. O objetivo central da pesquisa foi compreender o modo como os professores e gestores dessa escola representam a relação entre suas práticas educativas e a construção do conhecimento que buscam desenvolver junto aos educandos. A perspectiva teórica que se buscou seguir foi a antropologia dialética, a partir da obra de Henri Lefebvre, para quem as representações se formam entre o vivido e concebido de sujeitos determinados. A análise apoiou-se também em autores que discutiram: a pesquisa na escola básica como princípio educativo, o professor como um tipo de intelectual transformador, assim como estudos que focaram escolas inovadoras e bem-sucedidas no alcance de sua função social. Os procedimentos metodológicos de coleta de informações, organização, tratamento e análise dos dados apoiaram-se nos seguintes instrumentos: entrevistas, documentos e observação. As entrevistas semiestruturadas foram realizadas com cinco gestores, oito professores e dez alunos egressos. A análise documental referiu-se: ao Projeto Político Pedagógico da escola, de 2009 e de 2014; aos resultados dos alunos na avaliação dos professores e no Índice de Desenvolvimento da Educação Básica (IDEB), entre 2005 e 2015; a TCCs produzidos por alunos; e ao livro organizado pelos educadores. A observação participante se deu em reuniões na Jornada Especial Integral de Formação (JEIF) dos professores e no Conselho de Escola (CE). A articulação e a análise do conjunto dos dados obtidos tiveram como foco possíveis respostas ou encaminhamentos à pergunta de pesquisa, derivada do objetivo proposto. O estudo deste caso revelou que existiam contradições entre os discursos dos educadores e suas práticas. A introdução do TCC e a escrita do livro de artigos nas ações pedagógicas da escola deram ânimo e empoderamento aos professores, bem como reconhecimento entre seus pares. Em acréscimo, as análises documentais dos resultados alcançados pelos alunos mostraram que houve melhora no rendimento tanto no decorrer dos anos de 2012 a 2014, como nos resultados do IDEB desde 2005. A participação das famílias na escola, a sua história de luta por habitação, a pouca rotatividade dos educadores e, em especial, a permanência do diretor podem ter exercido influências no desenvolvimento dos alunos. A representação dos educadores parece ter tido mais foco nos TCCs e menos no desenvolvimento do conjunto de ações pela comunidade educativa; ainda que se verificasse maior engajamento na pesquisa, entende-se que tal dinâmica surgiu pela articulação entre ações de mudanças na escola. O desdobramento das ações dessa escola inovadora proporcionou aos professores a ocupação de um lugar diferenciado: como sujeitos de criação.<br>The present thesis investigated a Municipal School in the outskirts of the city of São Paulo - SP, located in the East Region, which entitles itself as a researcher school, for carrying out research activities with the students, especially Cycle Completion Works (TCC) of the Elementary School, and such practice would have occurred around four years before this measure turned into an educational policy by the Municipal Secretary of Education. The educators of the school reinforced this decision by publishing a book, so that the article sought to reflect the practice itself. The main objective of the thesis was to comprehend how the educators of this school represent the relation between their educational practices and the construction of the knowledge that they seek to develop with the students. The theoretical perspective that was sought to follow was the dialectical anthropology, based on the work of Henri Lefebvre, for whom the representations are formed between the experienced and conceived of determined subjects. The analysis was also supported by authors who discussed: basic school research as an educational principle, the teacher as a type of transformative intellectual, as well as studies that focused on innovative and successful schools in the achievement of their social function. The methodological procedures of information collection, organization, treatment and data analysis were based on the following instruments: interviews, documents and observation. The semi-structured interviews were carried out with five people from the staff, eight teachers and ten graduated students. The documentary analysis referred to: the School\'s Political Pedagogical Project, of 2009 and 2014; the results of the students in the evaluation of teachers and in the Basic Education Development Index (IDEB) between 2005 and 2015; To CBTs produced by students; And to the book organized by educators. The participant observation took place in meetings in the Special Integral Training Day (JEIF) of the teachers and in the School Council (CE). The articulation and analysis of the set of data obtained had as focus possible answers or referrals to the research question, derived from the proposed objective. The study of this case revealed that there were contradictions between the educators\' speeches and their real practices. The introduction of CBT and the writing of the article book into the pedagogical actions of the school gave encouragement and empowerment to teachers as well as recognition among their peers. In addition, the documentary analyzes of the results achieved by the students showed that there was an enhancement in scholarly progress comprehending 2012 to 2014; despite the IDEB results since 2005. The participation of the families in the school routine, their history of struggle for housing, the low turnover of educators and, in particular, the permanence of the director may have influenced the development of students. The representation of educators seems to have been more focused on CBTs and less on the development of the set of actions by the educational community; Even though there was greater engagement in research, it is understood that such dynamics arose through the articulation between actions of changes in the school. The unfolding of the actions this innovative school gave the teachers the occupation of a differentiated place: as subjects of making.
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Gabriely, Orly. "A behaviour modification programme in an Israeli primary school constructed and conducted in cooperation between pupil, teachers and the researcher." Thesis, Anglia Ruskin University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494332.

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Ramsden, Emma. "A practitioner-researcher inquiry into choice, voice and agency in individual dramatherapy sessions : co-researching with children in a primary school setting." Thesis, Leeds Beckett University, 2014. http://eprints.leedsbeckett.ac.uk/3812/.

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This qualitative study engages seven children as co-researchers of their individual dramatherapy experiences within a mainstream inner-city primary school. The study adopted a practitioner research approach and data were collected over 18 months. The research questions address the ways in which children can engage as co-researchers in the reflective phase of dramatherapy sessions; whether choice-making can promote agency; and what the field of dramatherapy can learn from children’s reflections. Data collection took place across three phases: Phase One (two sessions) was concerned with assent choosing. The co-researching took place in Phase Two (10 sessions), during 15 minutes of reflection time towards the end of individual dramatherapy sessions. Phase Three (three sessions) focused on each child and myself reviewing their co-researching experiences. The children led the pace of their engagement throughout the phases, and reviewed their choice to co-research on a session-by-session basis. They also chose the nature of their engagement from 12 arts-based creative research methods, which had been identified and made available from the existing practice of dramatherapy and the additional resources already in the therapy room. The study is underpinned by theoretical frameworks relating to choice, voice and agency, and by practices – such as the provision of research methods that draw on creative processes – that invite children to be equal agents in matters which concern them. Also influential in the study’s design are practitioner research theories that aim to develop and improve practice, engaging the researcher as an active and effective listener whilst respecting the existing client-therapist relationship. 4 The findings are presented in the form of a thematic analysis and three case studies. The findings reveal that making choices about the ongoing nature of assent is an important way in which children can gain insight into their co-researching experiences – and therefore into themselves. They also show that the opportunity to choose creative research methods and resources, through which children can review and reflect upon their co-researching experiences, promotes and reveals their agency. This study has the potential to contribute to theory, practice and research in dramatherapy, and to the field of research with children.
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Norton, Patricia Jean. "Teacher learning : a process of grafting new truths on to old truths : a case study of teacher learning in an independent school." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16332/.

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The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.
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Books on the topic "Researcher school"

1

Rankin, Virginia. The thoughtful researcher: Teaching the research process to middle school students. Libraries Unlimited, 1999.

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Leading with passion and knowledge: The principal as action researcher. Corwin Press, 2009.

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Dana, Nancy Fichtman. Leading with passion and knowledge: The principal as action researcher. Corwin Press, a Joint Publication with the American Association of School Administrators, 2009.

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Stern, L. J. The beginning teacher as researcher: a guide for school tutors. Institute of Education, Universityof London, 1994.

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Mar-Molinero, C. Aldermoor school: The operational researcher on the side of the community. Departmentof Accounting and Management Science, University of Southampton, 1990.

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Spindler, John. School based INSET in drama in education: Towards a teacher researcher approach. North East London Polytechnic, 1987.

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Wang, Margaret C. Research on school effects in urban schools. National Center on Education in the Inner Cities, 1995.

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E, Robinson Glen. Effective schools research: A guide to school improvement. Educational Research Service, 1985.

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E, Robinson Glen. Effective schools research: A guide to school improvement. Educational Research Service, 1985.

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Urahn, Susan. Minnesota charter schools: A research report. Research Dept., Minnesota House of Representatives, 1994.

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Book chapters on the topic "Researcher school"

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Weinstein, Rhona S., Charles R. Soulé, Florence Collins, Joan Cone, Michelle Mehlhorn, and Karen Simontacchi. "Expectations and High School Change: Teacher-Researcher Collaboration to Prevent School Failure." In A Quarter Century of Community Psychology. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_16.

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Hume, Anne, and Jane Furness. "A School-Researcher Partnership with Pragmatism at its Core." In Realising Innovative Partnerships in Educational Research. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_15.

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Sikko, Svein Arne, and Yvonne Grimeland. "From Researcher in Pure Mathematics to Primary School Mathematics Teacher Educator." In Research in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_12.

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Silva-Macaia, Amanda Aparecida, Marco Antonio Pereira Querol, Frida Marina Fischer, and Rodolfo Andrade de Gouveia Vilela. "Conflict in a Formative Intervention at a Public School: Lessons for Researcher-Interventionists." In Collaborative Development for the Prevention of Occupational Accidents and Diseases. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24420-0_6.

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Mayeza, Emmanuel. "Ethical Research and the Policing of Masculinity: Experiences of a Male Researcher Doing Ethnography with Young School Children." In The Palgrave Handbook of Ethics in Critical Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74721-7_22.

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Grima-Farrell, Christine, Tony Loughland, and Hoa Thi Mai Nguyen. "Collaborative School and University Partnerships in Preparing Teachers for Inclusive Education: Researcher and Teacher Perspectives." In SpringerBriefs in Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9910-8_6.

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Pei, Dina, and Dongming Bao. "School Leadership and Individualized Development of Schools." In Research in Chinese Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7333-0_5.

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Harris, Don, and Patrick A. Danaher. "Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity." In Curriculum, Schooling and Applied Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_10.

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Mészáros, György. "4.2 The “Gay Eye” of a Researcher and a Student in a Hungarian School: Autoethnography as Critical Interpretation of the Subject." In International Handbook of Interpretation in Educational Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9282-0_34.

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Dadds, Marion. "Vicki: Teacher Action Researcher." In Passionate Enquiry and School Development. Routledge, 2020. http://dx.doi.org/10.4324/9781003059073-2.

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Conference papers on the topic "Researcher school"

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Aspholm, Paul Eric, Victoria T. Gonzalez, Julia Schregel, Siv Grethe Aarnes, C. F. C. Klütsch, and Anne Wikan. "GENETIC RESEARCHER LAB FOR PUPILS IN PRIMARY AND SECONDARY SCHOOL." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2338.

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Kornienko, A. G. "Dialog of Cultures (East and West) in the Karl Jaspers’ Philosophy." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0038.

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The article sets forth the tasks of the historian of philosophy within the dialogue of cultures on the example of Karl Jaspers' philosophy. It explores the origins and characteristics of the methodology of comparative philosophy of history and the history of philosophy as well as status of the researcher within the context of the elaborated methodology.
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Avdeeva, V. S. "Actor of collective representations in the comparative history of philosophy." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0035.

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The article discusses the problem of the actor of collective representations in the comparative history of philosophy. It is proposed to emphasize the status of a researcher in comparative methodology and, thus, move from a dialogue of cultures (within the framework of the philosophy of culture) to an interdisciplinary dialogue (within the framework of the history of philosophy and historiography). Along with that historian of philosophy is considered as an actor of collective representations, transforming meanings and concepts based on the attitudes of national culture.
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Stover, Lee A., Ashlee L. Dere, Ashlee L. Dere, et al. "INTEGRATING RESEARCH EXPERIENCES INTO HIGH SCHOOL ENVIRONMENTAL SCIENCE CLASSROOMS THROUGH TEACHER-RESEARCHER PARTNERSHIPS IN AN URBAN ENVIRONMENT." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-279561.

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Dominjon, Christine. "INNOENERGY PHD SCHOOL PROGRAMME : FROM RESEARCHER TO ENTREPRENEUR. FROM THE LAB TO THE MARKET." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1324.

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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.

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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.
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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Patsiomitou, Stavroula. "The Development of Students Geometrical Thinking through Transformational Processes and Interaction Techniques in a Dynamic Geometry Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3235.

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The paper draws on a didactic experiment conducted in a secondary school mathematics classroom in Greece which aimed to explore a) ways in which students develop problem representations, reasoning and problem-solving, making decisions and receiving feedback about their ideas and strategies in a DGS-supported environment b) ways in which students develop rigourous proof through building linking visual active representations and c) ways to develop students’ van Hiele level. The mathematical problem the students engaged with - either in the Geometer’s Sketchpad dynamic geometry enviroment (Jackiw, 1988) or in the static environment - generated potentially insightful data on the issues focused on the comparison between the experimental and control groups. Initially, three pairs from the experimental group explored the treasure problem within a dynamic geometry environment. The discussions and results of the discussion were videotaped. The problem was then reformulated by the researcher taking into account the research group’s retroaction, and re-explored by both the control and experimental groups in a paper-pencil test. The researcher then (semi) pre-designed multiple-page sketches detailing the sequential phases of the solution to the problem using rigorous proof, and in so doing transferring her classroom reaching style into the software design, drawing on the chain questioning method of Socrates, which aim to stimulate interaction. For this reason, she linked all the software func-tions/actions using the interaction techniques supported /facilitated by the Geometer’s Sketchpad v4 (DGS) environment (Jackiw, 1988) to better allow students to discover solution paths and to reason by rigorous proof. This mode of design and the results of the experimental use of the software with students led to the need to define two new concepts: the meanings of Linking Visual Active Representations (LVAR) and Reflective Visual Reaction (RVR). The researcher observed the students’ actions and thinking processes during the research process and offers a description and analysis of these processes. An analysis of the results of the experimental procedure revealed
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Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey, and Tegan Knuckey. "Reporting student progress: What might it look like?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
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Curpanaru, Gabriela-Livia. "Quality Management and Leadership in Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/11.

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Increasingly, the notion of manager is confronted with that of leader. The literature written on this subject is considerable (John P. Kotter and Abraham Zaleznik being only two of the sound names that can be mentioned in this endeavor). Zaleznik proposed that managers were results driven and leaders were creative artists. Kotter proposed that leaders navigated change and managers navigated complexity. John P. Kotter says that today's managers need to know how to lead, be managers and leaders. The differences are: 1. Management is more formal and scientific than leadership. Management is an explicit set of tools and techniques, based on reason and testing, that can be used in a variety of situations; 2. Leadership involves having a vision of where the organization should go; 3. Leadership demands cooperation, teamwork. Researcher Warren Bennis said, “Managers are people who do things right, and leaders are people who do right things.” Organizations need both. So what does leader mean, what does manager mean? Why are these concepts being put so often face to face? A management specialist, P. Drucker (1954) draws a first distinction: management means doing the right thing, and leadership means doing the right thing. Such an opinion is continued by S. R. Covey (1990): "management is efficient in ascending on the scale of success, and management determines whether the ladder is placed on the right wall". In other words, the manager manages, organizes, the leader has a vision. Such a direction of analysis is illustratively supported by the metaphor of the road through the jungle: in organizing and conducting this expedition - often similar to the activity of organizations to achieve the proposed objectives - the manager prepares the tools, distributes them to the participants, writes and debates procedural manuals, in time what the driver looks for the direction, the path, has a certain sense for finding the best way. Thus, while the manager generates orders, organization, the leader creates and causes change, draws directions not only objectives, sets directions not only agendas, seeks new resources does not rationally allocate only existing ones. Assuring quality management inevitably brings multiple changes of substance and size in terms of philosophy and management practice at the level of the Romanian school. The concept of quality management necessarily includes the notion of leadership. The multiple researches carried out over time on quality management in education have consistently nominated among the factors that generate and feed this efficiency, the idea of leadership. Thus, the quality of leader of the manager is considered fundamental for ensuring quality management in the school, and the school is considered effective.
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Reports on the topic "Researcher school"

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Miller, Elizabeth D. Applied Research in Earth Science Summer School. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1291239.

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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Odden, Allan. Redesigning School Finance Systems: Lessons from CPRE Research. Consortium for Policy Research in Education, 2007. http://dx.doi.org/10.12698/cpre.2007.rb50.

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Miller, Elizabeth D. Applied Research in Earth Science Summer School Flyer. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1291238.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Cowee, Misa, Yuxi Chen, Ravindra Desai, et al. 2015 Los Alamos Space Weather Summer School Research Reports. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1227256.

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. A Summary of the Naval Postgraduate School Research Program. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada199165.

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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