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1
Green, Annette, and Erica Smith. "Foot in both camps." Australian and International Journal of Rural Education 12, no. 2 (2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.
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It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of whether certain students find access to such experiences more difficult than others do. These question are of vital importance because workplace experience assists young people in their transition from school to full-time work; and also because the foundations for lifelong learning through work may beset down in early workplace experiences. It is therefore essential to have some understanding of the nature, extent and methods of workplace learning for school students. This paper presents the findings related to the extentand nature of school students' learning in the workplace, a significant proportion of the project.
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Brown, Carleton H. "Perceptions of School Counselors Surviving a School Shooting." Professional School Counseling 22, no. 1 (2018): 2156759X1985325. http://dx.doi.org/10.1177/2156759x19853250.
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School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Um, Youn-Joo, and Yun-Jung Choi. "A Grounded Theory on School Nursing Experiences With Major Pandemic Diseases." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210904. http://dx.doi.org/10.1177/00469580221090405.
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This study was conducted to develop a substantive theory on school nurses’ experiences responding to infectious diseases by applying the grounded theory method to explore their experiences and derive related concepts. Study participants were 20 school nurses with experiences coping with infectious diseases while working in schools. The research question of this study was “What kind of experience did the school nurses have in response to infectious diseases?” The analysis included open, axis, and selective coding. We derived 164 concepts, 45 subcategories, and 17 categories. Further, paradigm, situation, and school infectious disease response control tower models were derived. The results of this study can serve as bottom-up policy data to understand the current situation surrounding school infectious disease management through the experiences of school nurses.
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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.
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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.
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Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.
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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.
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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.
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ÇETİN, Abdullah. "How Students Feel at School: Experiences and Reasons." International Journal of Psychology and Educational Studies 8, no. 2 (2021): 232–45. http://dx.doi.org/10.52380/ijpes.2021.8.2.388.
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The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaraş in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.
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Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.
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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.
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Aulia, Farah. "Bullying experience in primary school children." SCHOULID: Indonesian Journal of School Counseling 1, no. 1 (2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.
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Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.
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SOYAMA, IZUMI. "Elementary School Teachers’ Experiences :." Japanese Journal of Educational Psychology 62, no. 4 (2014): 305–21. http://dx.doi.org/10.5926/jjep.62.305.
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Rawstrone, Annette. "New experiences Starting school." Nursery World 2019, no. 10 (2019): 22–23. http://dx.doi.org/10.12968/nuwa.2019.10.22.
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Cambria, Jenna. "Navigating Graduate School." International Journal of Adult Vocational Education and Technology 6, no. 4 (2015): 12–18. http://dx.doi.org/10.4018/ijavet.2015100102.
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Beginning graduate school can be an exciting experience; however, given the new social and intellectual experiences, there will be unique challenges that arise during your graduate program. Within this article, the author shares what was useful, helpful suggestions others have offered her, and pieces of advice she wishes she knew going in. In the author's experience, her lessons learned in graduate school fall under five main categories. These include planning for success, beginning a line of research, writing papers, focusing on learning during coursework, and becoming part of the academic community. In each of these sections she shares with you her experience, as well as the experiences of some peers, so you can learn from some who have already gone through this process. Many of these suggestions come from the author's experience preparing for an academic profession, but these suggestions can be stretched and edited to professional paths outside of academia as well.
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Beran, Tanya, and Qing Li. "The Relationship between Cyberbullying and School Bullying." Journal of Student Wellbeing 1, no. 2 (2008): 16. http://dx.doi.org/10.21913/jsw.v1i2.172.
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Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7–9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.
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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.
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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.
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Yang, Xueyan, and Moye Xin. "“Boy Crisis” or “Girl Risk”? The Gender Difference in Nonsuicidal Self-Injurious Behavior Among Middle-School Students in China and its Relationship to Gender Role Conflict and Violent Experiences." American Journal of Men's Health 12, no. 5 (2018): 1275–85. http://dx.doi.org/10.1177/1557988318763522.
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Purpose: We attempted to test if there were gender differences in nonsuicidal self-injurious (NSSI) behaviors among Chinese middle-school students, and analyze the impact of gender role conflict and violent experiences on these behaviors among middle-school students of different genders. Method: Based on the survey data from seven middle schools in Xi’an region of China, the gender difference in NSSI behaviors and its associated factors were analyzed in this study. Results: There was no significant gender difference in NSSI behaviors among middle-school students; however, female middle-school students were more likely to experience gender role conflicts while male students were more likely to experience all kinds of violence earlier. Gender role conflicts and violent experiences can explain the prevalence of NSSI behaviors by gender, to some extent. Conclusions: The hypothesis on gender patterns of “boy crisis” or “girl risk” on NSSI prevalence was not verified; however, a “girl risk” for gender role conflicts and a “boy crisis” in violent experiences were found. The gender role conflicts were significantly associated with NSSI prevalence among middle-school students to some extent; however, this relationship was adjusted by variables of violent experiences. The different variables of violent experiences were the important predictors of NSSI prevalence among male and female middle-school students with specific contents varying across genders.
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Mutale Mulenga, Innocent, and Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges." March to April 2022 3, no. 2 (2022): 78–90. http://dx.doi.org/10.46606/eajess2022v03i02.0162.
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The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
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Rand, Julia. "Residential Schools: Creating and Continuing Institutionalization among Aboriginal Peoples in Canada." First Peoples Child & Family Review 6, no. 1 (2020): 56–65. http://dx.doi.org/10.7202/1068896ar.
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Many Aboriginal peoples in Canada have experienced, directly or indirectly, the effects of residential schools. Some Aboriginal people have also experienced the phenomenon known as institutionalization, as a result of residential school experiences, experiences over which they had no control and that were demanded by law. Some Aboriginal people in Canada have moved from the residential school institutions to similar newly developed institutions such as shelters and to established institutions such as the correctional system, or both. Indeed, Aboriginal peoples are overrepresented in all such institutions. In this paper, I seek to demonstrate the association between Aboriginal peoples’ experiences in and of residential schools and subsequent adult institutionalization. Attempts to ‘civilize’ Aboriginal peoples through cultural assimilation may have instead resulted in intergenerational institutionalization among many Aboriginal peoples in Canada.
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Nguyen Phuong Hong, Ngoc, Be Nguyen Thi Ngoc, Ha Ta Thu, and Thao Bui Thi Phuong. "Childhood trauma experiences among middle school students." Journal of Science Educational Science 67, no. 2 (2022): 168–75. http://dx.doi.org/10.18173/2354-1075.2022-0033.
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The purpose of this study was to examine the childhood trauma experiences of middle school students. Childhood Trauma Questionnaires were used to collect quantitative data from 419 students in grades 6 to 9 from three middle schools in Bac Giang, Thai Binh, and Hue. The mean age is 13.53 (SD=1.12). Results showed that 30.1% of students regularly experienced emotional maltreatment, 5.7% of students regularly experienced physical maltreatment, and 2.4% of students regularly experienced sexual abuse by at least one form. 5.0% of students reported being victims of various forms of childhood trauma regularly. Male students experienced less emotional maltreatment than female students (p<0.05). Some suggestions for further research are given.
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Saqib, Muhammad, Syed Abdul Waheed, and Nadia Gilani. "'Back to School after PhD': Exploring Teachers' Work Experiences." Global Educational Studies Review VI, no. I (2021): 78–85. http://dx.doi.org/10.31703/gesr.2021(vi-i).08.
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Working in a school after attaining one of the highest research degrees is uncommon in academia. Nevertheless, this is an emerging phenomenon due to an increased number of PhDs in Pakistan. Yet, many PhDs are unemployed. On the other hand, a school is a place that requires content expert and pedagogically skilled teachers. In the present study, the researchers attempted to address the central questions of the study; how is it like to work in schools after completing PhD and how do PhDs experience being the most qualified persons teaching in schools? A phenomenological approach was employed to uncover participants lived experiences of working in schools. Thirteen PhDs were approached through snowball sampling who were teaching in schools. The data were collected through face-to-face semi-structured interviews at different schools that were analyzed using phenomenological analysis. As a result, three main themes and two sub-themes emerged from the interview transcripts. The themes included working in schools, joining the school after PhD (sub-themes; teaching and managing classroom, assessing and interaction with students) and working with non-PhDs. The study results have implications for PhDs working in schools, other school teachers and heads of the school, and the school education department.
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A. Luévanos, Elisabeth, J. Anthony Luévanos, and Jean Madsen. "Latinx High School Students' Perceptions About Their High School Experiences." NASSP Bulletin 106, no. 3 (2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.
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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Pollock, Lucy, and Wilma Barrow. "‘There’s a school community but not everyone is happy about it’: Experiences of school as a community among Gypsy, Roma and Traveller children." Educational and Child Psychology 38, no. 2 (2021): 96–113. http://dx.doi.org/10.53841/bpsecp.2021.38.2.95a.
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Aims:The aim of this research was to use Psychological Sense of Community (PSOC) theory to explore Gypsy, Roma and Traveller (GRT) children’s experiences of school as community.Rationale:This paper is based on conceptualisations of social justice which emphasise cultural recognition as involving the full and equal participation of all groups in society. The paper explores the experiences of GRT children in school using PSOC theory as a lens, to provide insights for practices which support cultural recognition of GRT pupils in schools.Method:An interpretive methodology was adopted. Following a period of familiarisation with a local GRT community, semi-structured interviews were conducted with six individual children supported by a visual tool. These were analysed using deductive thematic analysis.Findings:The children’s experiences of school community varied. Some enjoyed positive peer relationships and recognition in school and appeared to have some sense of membership, influence and shared emotional connection in school. Others experienced emotional connection with GRT peers but felt disconnected from the wider school. The role of teachers was highlighted as important in signalling GRT children’s status to peers. Children had mixed views about influencing the community by increasing others’ awareness of GRT culture. The findings also suggested that the children’s experience of learning did not support the integration and fulfilment of need element of PSOC.Conclusions:The findings present a complex picture challenging EPs to consider their understanding of community in order to support practices which recognise minority groups and their varied experiences. They suggest risks involved in activities highlighting GRT identity without attending to issues of status in the school community. There are implications for how schools can support GRT children to realise their aspirations within the context of their own cultural practices. There is also recognition that in supporting practices which recognise GRT pupils, EPs and schools need to work closely with Traveller Education Support Services who may provide boundary crossing role.Keywords:Community; participation; recognition; inclusion; Gypsy Roma and Traveller.
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Hendarwati, Endah, Yarno Yarno, and Naili Saida. "Peningkatan Kualitas Pembelajaran Melalui Kemitraan Dosen dan Guru." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2019): 28. http://dx.doi.org/10.30651/aks.v3i1.2064.
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The assignment of lecturers to schools aims to improve the quality of learning. The implementation of Lecturer-to-School Assignment conducted at Kalijudan 01/59 Elementary School, Muhammadiyah 10 Junior High School, Baitussalam Junior High School, and Muhammadiyah 7 Senior High School of Surabaya provided many experiences for lecturers of FKIP UMSurabaya and partner school teachers. Differences in perceptions between lecturers and teachers can be understood and straightened out by the existence of lecturer assignment activities to schools. With the assignment of lecturers to the school lecturers and teachers can collaborate with each other to compile an activity plan by seeing and experiencing firsthand experience how to teach in schools with various problems. Lecturers and teachers exchange experiences in learning activities so that learning is more meaningful. Planned and sustainable school assignment activities have a positive impact on FKIP UMSurabaya and partner schools and for improving the quality of education in the Indonesian nation. Learning model innovations and varied media use in learning activities conducted by lecturers can provide motivation to teachers and students in the learning process. With the assignment of lecturers to school this can improve student learning outcomes.
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Shintaku, Hazuki, Hiromi Kawasaki, Satoko Yamasaki, Yoshihiro Murata, Luoming Huang, and Masayuki Kakehashi. "Investigation of the Relationship Between Disaster Experiences and Disaster Measures: Potential for Specific Measures Against Disasters." Prehospital and Disaster Medicine 34, s1 (2019): s143. http://dx.doi.org/10.1017/s1049023x19003170.
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Introduction:Japan is known worldwide as an earthquake-prone country, and large-scale landslide disasters have occurred frequently in recent years. Early preparation is essential for taking precise action in case of an emergency. People with disaster experience are often discussed in the importance of evacuation drills. However, most people have no disaster experience, so awareness of disaster countermeasures is desirable for non-experienced people.Aim:To clarify the concerns of non-experienced people and consider how to strengthen disaster measures as an evacuation drill host or educator.Methods:From February to March 2018, we enrolled teachers and parents whose children attend Hiroshima City Elementary School. Based on disaster experiences, we divided them into two groups, non-experienced and experienced, and a comparison of measures was performed between them. We used SPSS ver.22 and did a chi-square test.Results:There were 1,702 valid responses (145 teachers and 1,557 parents); 1,406 were non-experienced, and 289 were experienced. The issues both groups were most concerned about were “children’s safety at school” (non-experienced 61.7%, experienced 57.3%), “securing food and drink at school” (39.0%, 3.3.9%), “acceptance and distribution of relief supplies” (28.1%, 2.6.6%), and “resident evacuation” (25.4%, 2.4.0%). The experienced were most concerned with “children’s mental care” (60.2%), and the non-experienced were most concerned with “children’s safety at school” (61.7%).Discussion:Regardless of experience, parents tend to be deeply concerned about all things pertaining to their children. Physical safety, as well as psychological needs, were of high importance. For non-experienced, we should develop interest by focusing on children’s needs when writing manuals for disaster measures and evacuation drills. Therefore, future projects to strengthen awareness of disaster prevention for the non-experienced should focus on three key issues: “step-by-step approaches for children,” “physiological needs,” and “safety of schools and shelters.”
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Klein, Joseph, and Racheli Ninio. "School principals’ key experiences and changing management patterns." International Journal of Educational Management 33, no. 5 (2019): 903–18. http://dx.doi.org/10.1108/ijem-04-2018-0135.
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Purpose The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of this paper is to examine the question whether school principals undergo key experiences and whether these experiences are related to improvements in their work patterns and to professional empowerment beyond what could be attributable to the professional insights acquired through on-the-job experience. Design/methodology/approach Qualitative in-depth interviews of 15 public high school principals with 4–19 years of experience elicited information about the extent of their exposure to key experiences and any changes that occurred in their managerial thinking and functioning after having undergone these experiences. Findings All of the respondents implemented significant changes in their work after undergoing key experiences. The insights gained from key experiences had not been acquired through on-the-job experience. Nevertheless, the qualitative nature of this research does not allow for any conclusive findings about the causality of key experiences upon managerial changes among principals. Practical implications It may be possible to use the findings uncovered by this study and its conclusions regarding experiential learning acquired from key experiences by school principals to enrich managers in general. Originality/value This study demonstrates that the process of school principals’ professional development involves a unique component and source of knowledge resulting from key experiences, and this phenomenon has not previously been investigated. This study’s findings about key experiences contribute to a deeper understanding of the process of professional development among principals.
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DeMarco, Laurie W., P. Diane Relf, and Alan McDaniel. "Factors that Affect Teachers' Use of School Gardening in the Elementary School Curriculum." HortScience 32, no. 3 (1997): 504B—504. http://dx.doi.org/10.21273/hortsci.32.3.504b.
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A national survey was conducted of teachers who use school gardening and horticulture as a teaching strategy to enhance student learning within a educational curriculum. The surveyed teachers are employed by schools that were recipients of a Youth Gardening Grant from the National Gardening Assn. in the 1994–95 and 1995–96 school years. The intent of this survey was to define the factors that are crucial to the successful implementation of school gardening into the elementary school curriculum as determined by educators who have already implemented such a program. The survey also described the characteristics of school gardening experiences at these elementary schools. Personal interviews with experienced school gardening educators in Virginia and Maryland verified survey results. Educators reported that the factors most responsible for school gardening success were a person responsible for school gardening activities, a growing site, and funding. Support of the principal and the availability of gardening equipment were also highly rated as success factors. Teachers indicated that, although these factors are important, they are not necessarily available at their individual schools. Responses also included an enormous listing of resources used by teachers to meet their school gardening needs. The survey overwhelmingly indicated that experienced educators view school gardening as a successful teaching strategy to enhance student learning. However, educators rely primarily on their personal knowledge of gardening to implement learning experiences with their students. Teachers feel that although their personal gardening knowledge is adequate, they are greatly interested in continued education in the use of school gardening and horticulture, either as in-service training, Master Gardener training, or for continuing education credit.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Del Rosario, Kris Anne, and Inero Ancho. "Unfolding of Filipino School Leadership Experiences in Doha, Qatar." Asian Journal of University Education 16, no. 1 (2020): 97. http://dx.doi.org/10.24191/ajue.v16i1.8987.
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Due to internationalization, Qatar is hiring foreign educators and leaders to share expertise in their country. Filipinos are mostly hired as domestic helpers, yet there are also Filipino leaders in educational institutions that exist, particularly in the capital city Doha. The researchers find it significant to examine the experiences of Filipino teachers abroad, due to the rising number of educators and school leaders in Qatar. Romanowski et al. (2018) cited that there is a very few studies regarding principalship and diversity of educators notwithstanding the enormous knowledge of research that emphasize leadership in school and diversity of students. The study attempts to unfold the lived experiences of Filipino school managers in international schools in Doha, Qatar specifically with: 1) the experiences of Filipino school managers in terms of: (a) Planning; (b) Organizing; (c) Leading and (d) Controlling. 2) The challenges of being a school leader in international schools in Doha. Four (4) themes emerged from the study with subthemes that depicted the experiences and challenges of Filipino school leaders. Theme 1 explains the Filipino school leaders in complying with mandates and policies. Theme 2 discusses the Filipino school leaders in adapting with culture. Theme 3 defines the Filipino school leaders conforming with programs. Theme 4 depicts the Filipino school leaders in conforming with resources. The study is beneficial to the aspiring and current school leaders not only to Filipinos, but also to other nationalities interested in or are presently managing international schools in Doha.
 KEYWORDS: school leadership, school management, Filipino principals, experiences, culture
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Holt, Louise, Sophie Bowlby, and Jennifer Lea. "“Everyone knows me …. I sort of like move about”: The friendships and encounters of young people with Special Educational Needs in different school settings." Environment and Planning A: Economy and Space 49, no. 6 (2017): 1361–78. http://dx.doi.org/10.1177/0308518x17696317.
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This paper examines the peer-related social experiences and friendships of young people (aged 11–17) diagnosed with Special Educational Needs in four different school settings: two mainstream schools with special units and two special schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combination of the following diagnoses of Special Educational Need: ‘Moderate Learning Difficulties’, on the ‘Autistic Spectrum’, and ‘Social, Emotional and Mental Health Difficulties’. We use the term ‘differences’ rather than ‘difficulties’ to express the interconnected socio-spatial construction of, and corporeality of, the experiences of these differences. There has been limited scholarship about the social experiences of young people with these diagnoses. In our study, young people’s experiences of friendships, exclusion, inclusion and bullying were socio-spatially shifting. Young people had varying experiences in the different school settings. In all settings, most had friends within the school, although those in special schools and units tended to have more friends within the school. However, bullying and ‘othering’ were also experienced in all three settings based on a variety of perceived ‘differences’. All young people needed opportunities for ‘encounter’ to forge friendships. Encounters are risky and can reproduce and reinforce difference as well as generating social connections and friendships. In many spaces, young people’s opportunities for encounter were constrained by the socio-spatial organisation of schools.
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Liu, Liu, Xiaotao Wang, Binli Chen, Wing-Hong Chui, and Xiying Wang. "Association between Child Abuse, Depression, and School Bullying among Chinese Secondary School Students." International Journal of Environmental Research and Public Health 20, no. 1 (2022): 697. http://dx.doi.org/10.3390/ijerph20010697.
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Introduction: School bullying is a serious social and public health problem. This article aims to explore the association between experiences of childhood abuse and involvement in school bullying, especially considering the mediating effects of depression. Methods: The sample of this study was 3059 students (1584 males and 1475 females) aged from 12 to 20, in eleven Chinese secondary schools, which included six middle schools, four high schools, and one vocational high school in both urban and rural areas. The multinomial logit regression and linear regression were conducted by the two gender groups, to determine the mediating effect of depression in the association between child abuse experiences and involvement in school bullying. Results: This study indicated that female students were less likely to be involved in school bullying. Male students were more represented in the bully-victim group and experienced more physical and mental abuse during childhood. Depression was a mediator between childhood abuse and involvement in school bullying. Nevertheless, there was a gender difference in that depression fully mediated the relationship between the two variables among female students, while it only partially meditated such a relationship for male students. Conclusions: These findings indicate that more school-based service interventions and evidence-based research are needed to more thoroughly investigate school bullying and its predictors in China.
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Emerson, Matthew C. "Toward a Safe Archaeology Field School." Advances in Archaeological Practice 9, no. 1 (2021): 66–73. http://dx.doi.org/10.1017/aap.2020.44.
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AbstractArchaeology field schools provide unique opportunities for firsthand exposure, team-based learning, and pre-professional experience. A participant's decision to pursue a career in archaeology may reflect initial fieldwork group experiences and individual interactions with field school leaders and staff. Today, safety, security, and equity policies along with staff and operational procedures that support them are essential for instructing and inspiring all who wish to experience archaeological fieldwork. Drawing on three decades of field school participation and administration, the author describes specific examples of fieldwork learning contexts as well as insights into operating a safe, secure, and welcoming field school. Conclusions include general guidelines that are applicable and desirable for short-term, season-long, or special skills field schools.
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Aji, Gregorius Punto. "STUDENTS’ REFLECTION ON THE EXPERIENCE IN ONLINE SCHOOL INTERNSHIP PROGRAM BASED ON EXPERIENTIAL LEARNING." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (2022): 204–25. http://dx.doi.org/10.24071/ijiet.v6i2.4820.
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Program Pengalaman Lapangan (School Internship Program), abbreviated as PLP, is an obligatory course in the curriculum of study programs under the faculty of teachers training and education. It adopts an experiential field learning to provide comprehensive, direct, and real experiences in school. A long-term goal is set to develop professional teacher competencies. In the Covid-19 pandemic, PLP has been implemented online. This research aimed to analyse the students’ reflections on experiences in online PLP on School Environment to find out to what extent they understand the school environment, good and inspirational experiences, meaning or values that were developed by students, intentions for self-development that arouse based on the experience and reflections, obstacles faced by students and how to solve them. This research was a qualitative research. The results of the study indicated that students’ experiences in getting to know the school environment were included in the good category, students gained various good and inspirational experiences, experiences in overcoming obstacles that arose due to the pandemic, developed meaning or values, and developed intentions for self-development as a teacher candidate. Thus, the meaningful learning cycle based on experiential learning was experienced by the students participating in the online PLP.
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Anthony, Dirk Posthumus, and Christian J. van Nieuwerburgh. "A thematic analysis of the experience of educational leaders introducing coaching into schools." International Journal of Mentoring and Coaching in Education 7, no. 4 (2018): 343–56. http://dx.doi.org/10.1108/ijmce-11-2017-0073.
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Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on the experiences of school leaders who participated in this study: personal beliefs about coaching are influenced by prior experiences; frustration about the pace of change; pressure of conflicting demands; feelings of isolation; the need for confidence to see the process through; and experiencing personal growth. The findings of this study shed light on the experience that school leaders may face when introducing coaching initiatives. Research limitations/implications These findings are unique to the participants of this study and therefore not representative of a general population of educational leaders. Further research into factors that can influence the successful introduction of coaching initiatives into educational settings is recommended. Practical implications The paper includes implications for school leaders who wish to introduce coaching initiatives into their educational contexts. It is argued, for example, it is helpful for school leaders to reflect on their own beliefs about coaching before initiating cultural change within their schools. Originality/value This paper fulfils an identified need to understand leadership experiences in relation to coaching in schools. This understanding will support policy makers and school leaders interested in embedding coaching cultures within schools.
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Atli, Abdullah. "Experiences of school counselors working in district boarding schools." International Journal of School & Educational Psychology 6, no. 2 (2017): 99–111. http://dx.doi.org/10.1080/21683603.2017.1285732.
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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.
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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important.
 Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis.
 Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months.
 Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers.
 Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.
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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.
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Belsky, Jay, and Carol MacKinnon. "Transition to School: Developmental Trajectories and School Experiences." Early Education & Development 5, no. 2 (1994): 106–19. http://dx.doi.org/10.1207/s15566935eed0502_3.
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Vega, Desireé, Jon Lasser, and Sarah E. Fernandez. "SCHOOL PSYCHOLOGISTS’ FAMILY-SCHOOL PARTNERING EXPERIENCES WITH LATINOS." Psychology in the Schools 54, no. 2 (2016): 169–82. http://dx.doi.org/10.1002/pits.21988.
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Scogin, Stephen C., Christopher J. Kruger, Regan E. Jekkals, and Chelsea Steinfeldt. "Learning by Experience in a Standardized Testing Culture." Journal of Experiential Education 40, no. 1 (2017): 39–57. http://dx.doi.org/10.1177/1053825916685737.
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Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students with opportunities to connect content with authentic experiences at the middle school level. Using a convergent-parallel mixed methods design, researchers investigated the program and discovered (a) students in the experiential program perceived school as more enjoyable, (b) learning to successfully collaborate was a key factor leading to positive experiences for students, (c) students showed evidence of noncognitive skill growth, and (d) students in the experiential program progressed appropriately on standardized tests and did not differ significantly from their counterparts in traditional classes.
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Kim, Ka Young, and Hye Young Shin. "Factors associated with adolescents’ sexual experience based on the biopsychosocial model: a cross-sectional study using the Korea Youth Risk Behavior Web-based Survey (KYRBS)." BMJ Open 12, no. 11 (2022): e066307. http://dx.doi.org/10.1136/bmjopen-2022-066307.
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ObjectivesSexual activity is an important integrative behaviour that interacts with biological, psychological and social factors among various changes in adolescence. However, starting sex at an early age is associated with adverse outcomes. Thus, this study aimed to investigate the factors associated with adolescents’ sexual experience based on the biopsychosocial model.DesignA cross-sectional study.SettingThe participants were selceted through a complex sample design at high schools and middle schools nationwide in Korea.ParticipantsWe employed 4-year data (2017–2020) of the cross-sectional Korea Youth Risk Behavior Web-based Survey. In total, 234567 participants attending middle school and high school were analysed. Sexual experience was defined as having had sexual intercourse (oral, anal or vaginal) in their lifetime. To identify variables associated with adolescents’ sexual experiences, we used a biopsychosocial model. Logistic regression analysis was performed to identify the variables associated with sexual experience.Results3.4% of boys and 1.6% of girls attending middle school had sexual experiences, showing a significant difference. A total of 10.4% of boys and 5.1% of girls attending high school had sexual experiences (p<0.001). Among the biological factors of the biopsychosocial model, age and gender were significantly associated with sexual experiences in adolescents. Regarding the psychological factors, suicidal thoughts were a significant risk factor associated with sexual experience. Furthermore, social factors including drinking, smoking and family structure were associated with sexual experience in adolescents. Particularly, a significantly higher sexual experience was found in the three groups living with a single parent, step-parents and no parents compared with the group living with both parents in family structure.ConclusionsThis study demonstrated the factors associated with adolescents’ sexual experience based on the biopsychosocial model. Further research and policy strategies that consider supporting family communication and mental health and preventing substance use are required to prevent adolescents’ sexual health.
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Lancellot, Michael. "Exploring Racial Integration: Views from an African American, Male, Former School Superintendent." Multicultural Learning and Teaching 11, no. 2 (2016): 177–96. http://dx.doi.org/10.1515/mlt-2016-0002.
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AbstractThis research is an ethnography (Murchison, 2010) that describes the lived experiences of a university professor and former public school superintendent. The work explores racial integration and desegregation of America’s public school system. Through a series of seven semi-structured interviews, background information has been collected about the educational leader’s ethnic identity, personal experiences as a student in public schools and professional background. Descriptions of the challenges, issues, and success of racial integration are presented from the professional experience of the educational leader along with existing contemporary challenges.
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Tarhan, Sinem. "Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice." Journal of Education and Learning 7, no. 2 (2018): 247. http://dx.doi.org/10.5539/jel.v7n2p247.
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The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the “equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs” concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent.
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Goldberg, Abbie E., Reihonna L. Frost, and Kaitlin A. Black. "“There is So Much to Consider”: School-Related Decisions and Experiences among Families who Adopt Noninfant Children." Families in Society: The Journal of Contemporary Social Services 98, no. 3 (2017): 191–200. http://dx.doi.org/10.1606/1044-3894.2017.98.24.
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Parents who adopt noninfant children often find that these children have academic and behavioral difficulties and may have experienced trauma—challenges that may have implications for school decision making and experiences. This qualitative study examined school selection processes and experiences among lesbian, gay, and heterosexual parents who had adopted children over the age of 24 months (N = 18 families) 5 years earlier. Practical factors (e.g., cost and location) and the unique needs of their children (e.g., diagnoses, trauma history) were often more pressing than race and family structure (i.e., lesbian/gay-parent headed) considerations in selecting schools. Parents encountered complex challenges in establishing and maintaining appropriate school supports and services. Parents and school staff should work collaboratively using trauma-sensitive approaches to help adopted children succeed in school.
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Riccardi, P., V. Romano, and F. Pellegrino. "Interactions among school teachers, students and university researchers in workplace experiences using disused instruments of school laboratories." Physics Education 57, no. 4 (2022): 045006. http://dx.doi.org/10.1088/1361-6552/ac5868.
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Abstract This work documents the collaboration between the Physics department of the University of Calabria and some schools of the region in a project devoted to recovering disused instrumentation in school laboratories. The project has been conceived as a workplace experience for the students, i.e. a learning experience in a real work place. In Italy, workplace experiences are mandatory for all students in the last 3 years (16–19 years old) of secondary education. The integration of these informal activities into the formal school context can allow structural and sustained connections between schools and research environments. In the following we describe how this integration has been implemented through a peer-to-peer interaction among school students, teachers and university researchers. The project, which entailed also the participation of the students in exhibits and public events, emphasizes the experimental activities in the physics laboratory as an important moment of aggregation and socialization.
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Brkich, Christopher Andrew, and Elizabeth Yeager Washington. "Pedagogical Negotiations and Authentic Intellectual Work: A Phenomenological Examination of High School Teachers’ Experiences." Social Studies Research and Practice 6, no. 1 (2011): 35–57. http://dx.doi.org/10.1108/ssrp-01-2011-b0003.
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This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.
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Dor-Haim, Peleg, and Izhar Oplatka. "The implications of loneliness among school principals." International Journal of Educational Management 35, no. 4 (2021): 803–14. http://dx.doi.org/10.1108/ijem-12-2020-0564.
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PurposeThis paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?Design/methodology/approachSemi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to collect and analyze the data.FindingsData analysis resulted in four overarching themes, which captured the subjective consequences of principals' experiences of loneliness at work: a negative effect on work performance, emotional distress, physical health consequences and a positive perspective on loneliness.Originality/valueExpanding upon the current knowledge regarding principals' perceived outcomes of loneliness may help to deepen our understanding of principals' emotional experiences and functioning at work. This examination is of great value as previous research has demonstrated the central role of principals on school success.
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Kim, Sang-woo, and Ji-hyeon Kim. "The Relationship between the Victimized Experience and the Perpetrating Experience in School Violence among Middle School Students: The Longitudinal Mediation Effect of Perception of School Climate." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (2022): 485–500. http://dx.doi.org/10.22251/jlcci.2022.22.21.485.
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Objectives This study selects the school violence victim experience, the perpetrator experience, and the perception of the school climate as major factors, and examines the longitudinal path from the middle school student's school violence victim experience to the perpetrator experience. Most of the studies so far have focused on cross-sectional studies, an aspect of simple change in the relationship between the victim experience and the perpetrator experience and the focus on personal factors. However, not only personal factors but also environmental factors are considered to be important factors in the experience of school violence victimization and the perpetrator experience. Therefore, in this study, the purpose of study was to examine the effect of school factors, in which students spend a relatively large amount of time, on school violence. To this end, we intend to verify the mediating effect of the school violence victimization experience leading to the school violence perpetrator experience through the perception of school climate through longitudinal study data. Methods For this purpose, data from 2013(middle school 1) to 2015(middle school 3) among panel 1 data of the Seoul Education Longitudinal Study 2010 were used. The total number of subjects was 2,411, and the data were analyzed using the autoregressive cross-delay model. Results The victimization experiences and perpetrating experiences of school violence at the previous point affects the victimization experiences and perpetrating experiences of school violence at the next point in time, respectively, and that the previous perception of school climate also affects the perception of next time. In addition, the victimization experience of school violence at the previous point (middle 1) affects the perception of the school climate at the next point (middle 2), and the perception of the school climate at the previous point (middle 2) affects the perpetrating experience of school violence at the next point (middle 3). In other words, the study confirmed that the perception of the school climate had a longitudinal mediating effect in the relationship between the victimization experience and the perpetrating experience. Conclusions These imply that the victimization experience of school violence at the previous point can lead to the perpetrating experience of school violence next time. Also, if a student perceives the school climate negatively in this path, the perpetrating experience of school violence in the future may increase.