Student and staff social dynamics and transitions during school redesign

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2019-03-21 DOI:10.1177/1365480219832415

Sejal Patel, Natalie Cummins

引用次数: 3

Abstract

This qualitative case study investigates student and school staff perceptions of transitions and changing social dynamics due to a temporary closure of an elementary school undergoing redesign in an inner-city neighbourhood in Toronto, Canada. Focus groups and interviews were conducted with 75 students (Kindergarten to Grade 8) and 28 staff who transitioned to two neighbouring schools during the school closure in 2011 and 2012. Students reported changes in their sense of belonging, incidents of bullying and violence, and student–student and student–teacher social dynamics during the transitional period. School staff also reported changing social dynamics among staff and students, the importance of strong leadership and teacher support during transitions and changes to school climate as a result of the transition. Suggestions and recommendations for future transitions associated with school redesign are discussed.

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学校重新设计期间学生和教职员工的社会动态和转变

这个定性案例研究调查了学生和学校工作人员对过渡和不断变化的社会动态的看法，这是由于加拿大多伦多市中心社区一所小学暂时关闭，正在重新设计。我们对在2011年和2012年学校关闭期间转学到邻近两所学校的75名学生(幼稚园至八年级)和28名员工进行了焦点小组和访谈。学生报告说，在过渡时期，他们的归属感、欺凌和暴力事件以及学生与学生、学生与教师的社会动态都发生了变化。学校工作人员还报告了教职员工和学生之间不断变化的社会动态，在过渡期间强有力的领导和教师支持的重要性，以及过渡导致的学校气候变化。讨论了与学校重新设计相关的未来过渡的建议和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.