Relevant bibliographies by topics / School environment

Contents

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

Academic literature on the topic 'School environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "School environment"

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Trousdale, Kristie, Joyce Martin, Laura Abulafia, Claire Barnett, and Carol Westinghouse. "Children's Environmenal Health: The School Environment." Intellectual and Developmental Disabilities 48, no. 2 (April 1, 2010): 135–44. http://dx.doi.org/10.1352/1934-9556-48.2.135.

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Drăghicescu, Luminița Mihaela, and Ioana Stăncescu. "BULLYING IN THE SCHOOL ENVIRONMENT." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 3, no. 1 (August 25, 2019): 225–33. http://dx.doi.org/10.26520/mcdsare.2019.3.225-233.

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Negrea, Mihai Octavian, Gabriel Octavian Negrea, Gabriela Săndulescu, Bogdan Neamtu, Raluca Maria Costea, Minodora Teodoru, Călin Remus Cipăian, Adelaida Solomon, Mirela Livia Popa, and Carmen Daniela Domnariu. "Assessing Obesogenic School Environments in Sibiu County, Romania: Adapting the ISCOLE School Environment Questionnaire." Children 10, no. 11 (October 27, 2023): 1746. http://dx.doi.org/10.3390/children10111746.

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The impact of the school environment on childhood weight status has garnered significant attention in recent years. This study aimed to adapt and validate the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) School and Environment questionnaire in order to assess the potential obesogenic impact of school environments in Sibiu County, Romania. The ISCOLE questionnaire was chosen for its rigorous methodology. It was derived from a comprehensive study conducted across 12 countries which aimed to capture multifaceted influences on childhood weight while emphasizing educational settings in the collection of data. To guide the translation and adaptation of the questionnaire, a multidisciplinary committee was assembled which comprised experts in teaching and school administration to ensure target responder relevance, experts in clinical research to ensure methodological robustness, experts in language adaptation to preserve the original intent of the survey, and experts in public health to steer the interpretation of the results, with potential policy implications. The data were analyzed by distinguishing between urban and rural settings, and a two-step cluster analysis was implemented to identify potential intervention targets. To assess the validity of the adapted tool, the questionnaire’s construct validity and internal consistency were explored. A response rate of 71.2% of the approached schools in Sibiu County was achieved. Of the 84 responding school representatives, 37 (44%) were from a rural setting. The rural schools had significantly more limited access to gymnasiums, secured lockers, showers, and bicycle racks, and exhibited more serious problems regarding the inadequate disposal of garbage in the school vicinity. A two-step cluster analysis revealed distinct school categories, providing opportunities for public policy interventions. One of these primarily concerned rural schools with limited infrastructure but with proactive practices and policies which were termed “unable but willing”; on the opposing spectrum, the category “able but unwilling” mainly comprised urban schools which had available facilities but lacked local proactive initiatives. The findings emphasize the urgent need for targeted measures to bridge these discrepancies by investing in infrastructure in rural schools and promoting active school practices and policies in urban settings. The assessment of obesogenic school environments in Sibiu County provides a pilot model for broader applications due to the diverse school landscape and supportive local authorities. The results, which were achieved using low-cost methods, can guide future educational policies, health promotion initiatives, and preventive interventions.
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Effendi, Mohammad Sofwan, and Supadi. "Child-Friendly School Environment Management." JPI (Jurnal Pendidikan Indonesia) 12, no. 4 (December 23, 2023): 732–40. http://dx.doi.org/10.23887/jpiundiksha.v12i4.68681.

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Implementing child-friendly schools must be based on principles without violence or discrimination against disability, gender, ethnicity, religion, or parental background. Obstacles in creating Child-Friendly school include the need for more complete and adequate facilities. Educators also do not have the ability to implement Child-Friendly school. Therefore this study aims to analyze how environmental management realizes Child-Friendly Schools. This study used qualitative descriptive methods. The data collection techniques use in this study is through observation, interviews, and documentation. Data is analyzed interactively by data reduction, data presentation, and conclusions. The results showed that environmental management followed the components of child-friendly schools well. That can be seen from the average value of statement items on the child-friendly school indicator which shows respondents' answers tend to agree and strongly agree. However, several suggestions need to be considered: transparency in preventing students from dropping out of school, increasing health requirements, and cooperation with various related parties.
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Makarskaitė-Petkevičienė, Rita. "LAUKO EDUKACINĖS ERDVĖS: IDĖJOS IR NAUJOS UGDYMO GALIMYBĖS [OUTDOOR EDUCATIONAL ENVIRONMENTS: IDEAS AND NEW EDUCATIONAL POSSIBILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 2 (December 5, 2018): 75–90. http://dx.doi.org/10.48127/spvk-epmq/18.10.75.

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Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs. In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes? Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education. Keywords: educational environments, educational needs, comprehensive school.
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Celik, Laurel A., and Diane L. Pancoe. "Healthy School Environment." NASN School Nurse 27, no. 4 (April 16, 2012): 194–96. http://dx.doi.org/10.1177/1942602x12444451.

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Gill, Asghar Ali, and Muhammad Hameed Nawaz. "THE EFFECTS OF SCHOOL ENVIRONMENT ON ETHICAL SOCIALIZATION OF SECONDARY SCHOOL STUDENTS IN PUNJAB." JUNE 4, no. 2 (June 30, 2023): 327–38. http://dx.doi.org/10.53664/jsrd/04-02-2023-09-327-338.

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The aim of this study was to investigate the influence of school environment on ethical socialization of secondary school students. The research employed an observational survey design, utilizing cross-sectional technique to gather data. A self-developed questionnaire was used to collect information from 132 randomly selected school heads (66 from government boys' secondary schools and 66 from government girls' secondary schools) regarding their respective school environments. The quantitative data collected were coded and analyzed using inferential and descriptive statistics over SPSS software. The qualitative data underwent thematic analysis, & codes were assigned. The findings revealed a statistically significant difference in the existence of factors within the school environment based on administrative experience of school heads. Besides, a strong relationship was observed between the school environment and students' ethical socialization, indicating significant impact of the school environment on students' ethical development that provides the clues to policy-makers for revisiting their policies along with direction toward future research.
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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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G. Gallo, Rachel, Lisa Barrett, and Amelia A. Lake. "The food environment within the primary school fringe." British Food Journal 116, no. 8 (July 29, 2014): 1259–75. http://dx.doi.org/10.1108/bfj-04-2013-0091.

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Purpose – The school fringe environment (peripheral 400 m buffer) offers an important opportunity for young people to obtain food and drink. There is international evidence to suggest socio-economic influence on food outlet availability and healthfulness within these environments; however the situation in the UK is unclear. The purpose of this paper is to describe food outlet provision (frequency and type) within primary school fringes across the spectrum of deprivation. Design/methodology/approach – Ten primary schools in Newcastle upon Tyne were purposefully selected from a comprehensive list of all schools within the region. Two schools were chosen at random from each quintile of deprivation. A total of 400-metre buffer zones around schools were audited. School fringe food environments were classified using a Food Outlet Classification System. Access (i.e. frequency), and type of food outlets were compared to area level deprivation, obesity prevalence rates and area type. Findings – Food outlet frequency was highest in the most deprived school fringe area. Convenience stores and takeaways represented the greatest proportion of total food outlets across all school fringe environments. More total food outlets were observed in fringes with above national average obesity prevalence rates for children. Research limitations/implications – UK case study approach limits widespread and international applicability. Practical implications – Informs school, health and urban planning disciplines regarding current picture of UK school fringes. Originality/value – Provides evidence in UK context that area deprivation and Census 2001 Supergroup class show significant correlations with school fringe food environment.
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Akande, O. K., L. C, Obi George, D. O. Adeoye, O. A. Obakin, and E. M. ,Anikor. "TOWARDS ENHANCING POST-PRIMARY SCHOOL STUDENTS' LEARNING EXPERIENCE: THE CASE FOR NIGERIAN SCHOOL LANDSCAPE ENVIRONMENT." Journal of Research in Architecture & Planning 33, no. 1 (June 25, 2023): 1–16. http://dx.doi.org/10.53700/jrap3312023_1.

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Landscape elements have significant importance in school designs due to the contributions they can make to students' learning experience and well-being. Learning in an aesthetically pleasing environment has been established to add value to the learners’ experience as well as enhance their sense of well-being. In Nigeria, several public secondary schools mostly lack adequate landscape elements, which has caused a major strain on students' learning experiences and staff's productivity. This research explored the landscape environments of selected public secondary schools in Nigeria with a view to bringing to light the potential and value that landscape can add to the learning experience and wellbeing of the students. To investigate the precise roles of landscape components in enhancing student learning experiences, public secondary schools in Ilorin, Nigeria, were randomly selected for the study. Primary data was collected through questionnaires, case studies, and observation schedules. Findings reveal poor design quality in nature, with the result showing that the majority of public secondary schools were poorly landscaped. The study concludes that most students attending public schools in Nigeria are deprived of learning environments connected with nature's aesthetics and qualities. It recommends a holistic approach to public school management that goes beyond establishing schools and providing needed buildings but should give importance to good school landscaping to enhance not just the students’ learning experience but also the learners’ health and well-being, as well as nurture their ability to appreciate the beauty of nature right from school age. Keywords: Landscape Elements, Landscape Environment, Landscape Management, Post-Primary School, Physical Environment, School Environment
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Dissertations / Theses on the topic "School environment"

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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2445.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.
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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.
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Gudmundsson, Malin. "Environment in school : The schools work for a sustainable society." Thesis, Karlstad University, Karlstad University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-843.

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Environmental issues are highly topical today and most people are more or less concerned. It is important to start with environmental work and environmental studies in early ages, already in school. The purpose of this essay is to examine what a school can do for the environment and to see how a school can work with these issues. Furthermore, what is passed on to the pupils and how involved are they in the work for a sustainable future?

The study was conducted by the means of qualitative interviews with four teachers and the head of environmental questions at the school.

The school is new since fall 2006 and they have just started with the environmental work, says the ones I interviewed. But they all think it will be better in the near future. At this school both adults and children are very interested and involved in the environmental work. The school has several recourses to facilitate the practical environmental work, both children and adults are fully engaged. The recycling process is well developed at the school, they rather recycle than consume. The higher grade students have more classes about global environmental issues while the lower grades do concentrate on the nearby environment, on a level that fits the children. The lower grades at this school are more involved in the work for the environment than the higher grades.

At the school there is a good will to develop the environmental work and they have a great potential to do so.


Miljöfrågor är högst aktuellt och det är något som berör oss alla. Det är viktigt att vara medveten och delaktig redan i tidig ålder för att göra arbetet för ett hållbart samhälle vardagligt och det är därför viktigt att börja med miljöarbete och miljöundervisning redan i skolan. Syftet med arbetet är att få kunskap om vad en skola kan göra för miljön, hur en skolas miljöarbete ser ut, vad förmedlas till barnen och hur medvetna och delaktiga är de i skolans miljöarbete.

Undersökningen gjordes med hjälp av kvalitativa intervjuer med fyra pedagoger och skolans miljöansvarig.

Skolan är ny sedan hösten 2006 och har därför inte mer än kommit igång med sitt miljöarbete påstår de intervjuade, men alla är överens om att det kommer att se bättre ut framöver. På skolan är både vuxna och barn intresserade och engagerade i miljöarbetet. Skolan är utrustad med flera verktyg för praktiskt miljöarbete och dessa används både av personal och elever. Källsortering är ett väl fungerande system på skolan och de återanvänder istället för att förbruka. I undervisningen på högstadiet pratar man mer om den globala miljön än i de lägre stadierna. I de lägre stadierna arbetar de med miljö på barnens nivå, de pratar om och arbetar med sådant som barnen kan relatera till och som barnen kan vara med och påverka. De lägre stadierna är över lag mer engagerade i miljöarbetet jämförelsevis med högstadiet.

På skolan finns en vilja att förbättra miljöarbetet och det finns en stor potential för att genomföra detta.

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Griew, Pippa. "The school environment and children’s school-time physical activity." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573400.

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Background & study aims: Physical activity during childhood is associated with health benefits across the life course. The school setting is important for children's physical activity, yet we do not know whether the school a child attends is related to their sedentary and moderate-to-vigorous physical activity. This study aims to assess: (1) patterns in sedentary-time and MVPA during school-time, (2) the extent to which these vary between schools and, (3) which characteristics of the school physical and social environment are related to children's sedentary-time and MVPA at school. Methods: Participants were 707 children (boys n=340) aged 10-11 years old from 17 schools in Bristol, UK recruited between September 2006 - July 2008 as part of the PEACH project (Personal and Environmental Associations with Children's Health). The percentage of time spent sedentary «100cpm) and in MVPA (~2000cpm) during lesson and free-time at school were assessed for boys and girls with Actigraph accelerometers. Perceptions of peer, teacher and school support for physical activity were assessed via a computerised questionnaire, a school grounds survey was conducted to assess the school physical environment and weather variables were recorded at each school. Between school differences in children's physical activity and associations with school environment characteristics were investigated using multilevel analysis (MLwin 2.22). Results: Children spent an average of 8% (32 (SO 14) minutes) of school time in MVPA and 65% (250 (SO 31) minutes) sedentary. Boys were significantly more active and less sedentary than girls over the total school day. These gender differences were greatest during free-time with boys achieving 43% (8 minutes) more MVPA and 27% (11 minutes) less time sedentary. Boys were least sedentary at schools with longer free-time duration (~-0.44, (SE: 0.12)), high peer support (~-3.52, (SE: 1.11)) and the least rainfall (~0.67, (SE: 0.24)) and achieved most MVPA at schools with longer free-time duration (~0.105, (SE: 0.077)), larger campus size (~0.007 (SE: 0.004)), high peer support (~2.22, (SE: 1.06)), the least rainfall (~-0.926, (SE: 0.212)) and colder temperatures (~-0.408, (SE: 0.143)). Girls were least sedentary at schools with longer lesson-time duration (~-0.16, (SE: 0.06)), high quality playground markings (~-3.06, (SE: 1.00)), high school support (~- 1.83, (SE: 0.76)), the least rainfall (~0.31, (SE: 0.12)) and highest temperatures (~-0.36, (SE: 0.12)). Girls achieved the most MVPA at school with longer lesson-time duration (~0.06 (SE: 0.03)), larger campus size (~ 0.04, (SE: 0.02)), less playground equipment (~- 0.23, (SE: 0.10)) and highest temperatures (~0.16, (SE: 0.05)). Conclusion: Opportunities to increase MVPA and reduce time spent sedentary exist within school-time, particularly for girls. Significant differences in sedentary-time and MVPA occur between schools that can largely be explained by characteristics of the school environment. Environmental modifications may, therefore, provide effective intervention. However, intervention strategies will need to consider the differing school environment characteristics associated with physical activity for boys and girls.
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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Shipley, Lisa D. (Lisa Dale) Carleton University Dissertation Sociology. "Mediation in the elementary school environment." Ottawa, 1992.

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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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Kelly, Paul. "School and classroom environment of a small Catholic secondary school." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/547a1f6b12cad648a619f6d5d0f644714182b48d1c64abfb8a4fab43db7e17da/1661037/64948_downloaded_stream_173.pdf.

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This thesis reports research which employed quantitative data collection methods to investigate the classroom and school environment of a small Catholic inclusive secondary school. By drawing on literature on Catholic and inclusive schools, learning environment research and stakeholders perceptions of the dimensions of classroom and school environments, two instruments were developed and validated to gather the perceptions of students, teachers and parents in this school. The What is Happening in this Classroom (WIHIC) instrument was modified to be more suitable for this school's students by having 35 items to assess perceptions of the classroom environment. Four outcome scales were added to this instrument to gather data on the connections between classroom environment and outcomes. The school environment instrument was developed from existing instruments and several items were written to complement these scales. In 2008, the school associated with this research had 230 students, 103 of whom were special needs students. A total of 152 students and 12 teaching staff voluntarily participated in the collection of classroom environment data. For the assessment of school environment, 41 teaching staff and 40 parents volunteered their perceptions. Statistical analyses revealed statistically significant differences between different groupings of students, and between students and teachers in the classroom environment. Similar differences were also reported for the school environment between parents and teaching staff, teachers and learning support staff and different groups of teaching staff. Students generally had positive perceptions of classroom environment, but the teaching staff were more positive. Statistical analyses also revealed associations between students' perceptions of classroom environment and teacher mastery goals, teacher performance goals and student academic efficacy.;Using data from this study, a model was developed that linked appropriate classroom environment scales to outcomes. This research clearly demonstrates the positive perceptions of classroom environment held by students and teachers and the influence these perceptions have on students' outcomes. The school environment was perceived positively by parents and teaching staff.
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Books on the topic "School environment"

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Clements, Nick. Pioneers: Improving your school environment. Corsham,Wilts: NSEAD, 1996.

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Weiss, Jenna. Tenderfoot: First Day of School. Fanwood, NJ: the editor, 2003.

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Moll, Marita. Health and safety hazards in the school environment. Ottawa, Ont: Canadian Teachers' Federation, 1987.

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Attwood, Adam I. Social Aesthetics and the School Environment. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60345-2.

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V, Jacobs Ellen, and White Donna R, eds. School-Age Environment Rating Scale (SACERS). S. l. b Teachers' College Press, U. S. c 10/1995 b Teachers College Press, Teachers College, Columbia University b Teachers College Press, Teachers College, Columbia University: Teachers' College Press, 1996.

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1946-, Jacobs Ellen Vineberg, and White Donna Romano, eds. School-age care environment rating scale. New York: Teachers College Press, 1996.

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Nagel, Rosemary G. Blueprint for excellence: A design for effective schools. Don Mills, Ont: Ontario Secondary School Teachers' Federation, 1985.

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O'Higgins-Norman, James. Ethos and education in Ireland. New York: P. Lang, 2003.

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B, Dzimadzi Chris, and University of Malawi. Centre for Educational Research and Training., eds. Creating enabling teaching and learning environments in primary schools. [Zomba, Malawi]: University of Malawi , Centre for Educational Research and Training, 2003.

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Mukhametzi︠a︡nov, I. Sh. Zdorovʹesberegai︠u︡shchai︠a︡ sreda kak uslovie professionalʹnogo i lichnostnogo razvitii︠a︡ vypusknikov srednikh spet︠s︡ialʹnykh uchebnykh zavedeniĭ. Kazanʹ: Danis, 2006.

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Book chapters on the topic "School environment"

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2434-1.

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science, 6858–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2434.

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Gross, Barbara. "School environment." In Further Language Learning in Linguistic and Cultural Diverse Contexts, 100–124. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429021787-6.

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James, Estelle, and Gail Benjamin. "The School Environment." In Public Policy and Private Education in Japan, 25–40. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19468-1_2.

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Farag, Alshimaa A., and Iman S. Hamza El Gemae. "Inclusive learning school farm environment." In School Farms, 249–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-19.

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Farnsworth, Kent A. "Reinterpreting “Least Restrictive Environment”." In Grassroots School Reform, 131–36. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_13.

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Spence, Suzanne, Grace Gardner, Dorota Zarnowiecki, Katie Adolphus, Clare L. Lawton, Louise Dye, Emma Patterson, and Charlotte E. L. Evans. "The School Food Environment." In Transforming Food Environments, 29–46. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003043720-3.

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Wright, Noeline. "Framing the School: Hobsonville Point Secondary School." In Becoming an Innovative Learning Environment, 47–67. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0764-5_3.

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Feng, Daming. "Accommodating the external environment." In Understanding China’s School Leadership, 231–56. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0749-6_8.

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Zengele, Thulani. "School leadership within a unionized school environment." In School Leadership for Democratic Education in South Africa, 90–101. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-6.

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Conference papers on the topic "School environment"

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ALKINANI, Qasim. "SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-4.

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The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objectives of the research are to identify the nature of the school environment in primary schools and to identify the level of psychological security of pupils from the teachers' point of view. The current research is based on the descriptive approach (associative studies). The research community consisted of primary school teachers in the governorate of Baghdad, and in order to achieve the objectives of the research, the research sample was chosen by the random stratified method according to the scientific ratios, and the research came out with a set of results and conclusions, including that the nature of the school environment is not convincing and completely inappropriate for the development of pupils' abilities, and the level of psychological security Among the students, it was average due to the influence of several factors inside and outside the school domain that affect the students, directly and indirectly.
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Vinogradova, Natalia F. "Primary School, School Of Possibilities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.110.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Gibson, Shanan, Dennis C. Neale, John M. Carroll, and Christina A. Van Metre. "Mentoring in a school environment." In the 1999 conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150261.

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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.

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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Havasi, Brindusa. "MY SCHOOL� � TEACHERS� VIEWS ON SCHOOL PHYSICAL ENVIRONMENT IN ROMANIA." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s21.054.

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Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

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Fedotova, Y. A., and I. N. Lykov. "Resistant microflora in the school environment." In Scientific achievements of the third millennium. НИЦ "LJournal", 2023. http://dx.doi.org/10.18411/satm-08-2023-07.

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Indoor air quality is one of the main factors affecting human health, well-being, and performance. The aim of the present study was to investigate the prevalence of bacteria in the air environment of school rooms and to assess their microbiological well-being. Air sampling was carried out by sedimentation and aspiration methods. The presence of cocci, which are usually found on human skin and mucous membranes, was detected in the air of school rooms and on desks. In addition to cocci, bacilli and mold fungi Cladosporium spp., Aspergillus spp. and Penicillium spp. were present in the atmosphere. The highest number of microorganisms before and after classes was recorded in the gymnasium. Bacterial contamination of school desk surfaces in different classes before the beginning of classes reached 141.8±57.1 CFU/cm2 , and after classes, it increased to 372±81.1 CFU/cm2 . Staphylococcus spp., Streptococcus spp., Micrococcus spp., Corynebacterium spp., and Lactobacillus spp. were most frequently found on the surfaces of school desks before and after classes
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Brat, Florina. "THE SCHOOL LIBRARY IN THE DIGITAL ENVIRONMENT." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-183.

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As an essential part of the educational process the school library has to meet these days both the challenges of the digital environment. A survey of the school libraries in Romania points out quite noticeable differences between the rural and the cities school communities. There are also strong inequalities as far as the distribution of the electronic equipment, access to internet and library stuff qualification is concerned. In the absence of a coherent, long term central institutional agenda with regard to the school libraries, the betterment of a school library highly depends on the program of the school manager and the professional approach of the school librarian. Yet, on the local plan, the Teachers’ Houses are highly active in supporting and organizing yearly professional training courses and meetings for the school librarians and documentalist teachers. This paper aims to outline the above mentioned matters and then turns to focus on to envisage the required digital literacy, skills and means for a school librarian that could empower them to promote and enhance the library as a physical space as well as a info-documentation resource for the school community to new dimensions that are more likely to be accepted by the young students. The dispute between the hardcopy book and the digital book is being now extended to the increasing gap between the Text and the Book and a newly rising “secondary orality” (Walter Ong, 1982) supported by the media and communication technology.
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Lazdina, Solvita. "Learning culture or learning organization – approaches to implement changes at schools." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.015.

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Currently, in Latvia, the improvement of the education process at the political and practical levels is based on the approach of the school as a learning organization, without critically analysing the advantages and disadvantages of the approach. Therefore, the aim of this theoretical study is to evaluate a different theoretical approach - the school as a learning organization and a learning culture to explore the practices taking place at school and to influence them by implementing changes in education. The analysis of the theoretical sources, documents and studies carried out in the research allows to conclude that the approach of the school as a learning organization, although it is widely used, does not sufficiently explain the processes taking place at school, ignoring the interaction of various structures and agents and the power given to them. Educational research is increasingly recognizing the pervasive influence of culture on teaching and learning. From a cultural perspective, changes in education and practices at schools is a complex and not always feasible process, as it is associated with tensions and conflicts. Using the theory of learning culture, it is possible to understand why students learn or do not engage in the learning process, why teachers change or do not change their practices, and how management can influence developments at a particular school. The study demonstrates the possibilities of the theoretical approaches of both sides to find out and improve the teaching and learning implemented at schools on the way to the knowledge society.
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Reports on the topic "School environment"

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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Yang, Yizhao. Understanding School Travel: How Residential Location Choice and the Built Environment Affect Trips to School. Portland State University Library, January 2010. http://dx.doi.org/10.15760/trec.22.

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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Maruyama, Asako, Nina Blöndal, Nyamdavaa Yondonjamts, Altantuya Tseveen, Turmunkh Purevsambuu, Narantsatsral Danzan, and Munkhjin Bayansan. Impact Evaluation Baseline Survey of School Dormitory Environment in Mongolia. Manila, Philippines: Asian Development Bank, December 2019. http://dx.doi.org/10.22617/tcs190595-2.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
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Andrabi, Tahir, Natalie Bau, Jishnu Das, and Asim I. Khwaja. Heterogeneity in School Value-Added and the Private Premium. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/116.

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Using rich panel data from Pakistan, we compute test score based measures of quality (School Value-Addeds or SVAs) for more than 800 schools across 112 villages and verify that they are valid and unbiased. With the SVA measures, we then document three striking features of the schooling environment. First, there is substantial within-village variation in quality. The annualized difference in learning between the best and worst performing school in the same village is 0.4 sd; compounded over 5 years of primary schooling, this difference is similar in size to the test score gap between low- and high-income countries. Second, students learn more in private schools (0.15 sd per year on average), but substantial within-sector variation in quality means that the effects of reallocating students from public to private schools can range from -0.35sd to +0.65sd. Thus, there is a range of possible causal estimates of the private premium, a feature of the environment we illustrate using three different identification approaches. Finally, parents appear to recognize and reward SVA in the private sector, but the link between parental demand and SVA is weaker in the public sector. These results have implications for both the measurement of the private premium and how we design and evaluate policies that reallocate children across schools, such as school closures and vouchers.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005497.

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Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its role in the decision to remain there. We also provide insights into various determinants of parental preferences. Our findings reveal that families care about distance from home to the assigned public school as well as the relative academic and peer quality with respect to their school of origin. Parents weigh these factors differently based on their familiarity with them. Consequently, experiencing a new school environment can alter the significance of specific attributes when it comes time to decide whether to stay at the assigned school. These findings offer valuable insights into how governments can strengthen the supply of public schooling.
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Ubertini, Christian. 10 Years School Construction in Haiti: Technical Learnings from a Multiple Construction Program. Edited by Livia Minoja. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003841.

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In the aftermath of the 2010 Haiti's earthquake, the Government of Haiti faced massive reconstruction needs in all sectors. As part of the response of the Government of Haiti to the massive reconstruction needs, from 2010 to 2020, the IDB designed a series of grant operations plus seven co-financings designed to support a wider School Reconstruction Program. These operations achieved the (re)construction of 90 public schools countrywide, which resulted in the creation of approximately 1,000 classrooms and 40,000 seats, providing a safer and comfortable learning environment for approximately 60,000 children each school year.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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