Editorial

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Md. Rezwanur Rahman
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引用次数: 0

Abstract

At this time of great uncertainty, we begin the first edition of this volume with papers grounded in areas of central interest to Improving Schools. This edition includes insights into the potential of creativity in learning, with evidence of cognitive as well as emotional credit for learners; holistic and integrated approaches to improving education are also discussed in many of the papers in this edition, these are especially apt in circumstances of disruption and disconnection; matters of agency and inclusion are also apparent across many of the articles, offering a deep-rooted and nuanced approach to improving schools. Demetriou and Nicholl (UK) commence with an examination of creativity in the classroom, taking a theoretical glimpse into the scope of creative learning alongside a mixed methods empirical study into creativity in the classroom. They observed additional emotional and cognitive gains for learners where there is a strong level of creative engagement involved in learning tasks. They also highlight the added impact of creativity when it is tied to empathetic engagement and increased understanding of audience needs. Their study suggests that both emotional and cognitive development occur through creative and empathetic learning, impacting on student development in a holistic way. Noltemeyer and colleagues (USA) focus their attention on the role of learner motivation and engagement in schools, in recognition of positive impacts on student personal and academic improvement over time. They look specifically at the Positive Behavioral Interventions and Supports (PBIS) framework as a possible means of enacting a holistic approach to influencing learner outcomes. They explore both contextual and individual level variables impacting on student motivation and engagement and propose potential advances in the application of PBIS. O’Brien and Colleagues (Ireland) examine the role of students in school self-evaluation activity. O’Brien and colleagues’ case study positioned students as active researchers in self-evaluation of the school, with students involved in gathering data and partnering with staff in decision-making. Adams and Myran (USA) further recognise the absence of pupil, parent and community voices within education spaces. In their article, they focus on the area of early childhood education in which the potential for parents to make a powerful influence as highly ‘credible knowers’ is largely untapped. Bzour, Zuki and Mispan (Palestine) explore issues of student drop-out. Their empirical study involved students, parents and teachers. Family context, socio-economic circumstances, school culture and the nature of sanctions, student orientation and sense of belonging were often visible factors that coalesced in incidences of drop-out. Vasallo (Malta) discusses the way school leaders’ values relating to multiculturalism and diversity are enacted in everyday practices and routines in schools. They discuss actions and attributes that have potential to ensure that the needs of diverse pupil populations communities are recognised and met. From varied stances, these articles consider the potential as well as the barriers to including, reconstituting and broadening school improvement and decision-making towards a deeper connection with context, students and their communities. Dr Tracey Allen Associate Professor University College London, UK 1089102 IMP0010.1177/13654802221089102Improving SchoolsEditorial editorial2022
编辑
在这个充满不确定性的时刻,我们在本卷的第一版开始时,以改善学校的核心兴趣领域为基础的论文。本版包括对学习中创造力潜力的见解,以及学习者认知和情感信用的证据;本版的许多论文也讨论了改善教育的整体和综合方法,这些方法在混乱和脱节的情况下尤其适用;代理和包容问题在许多文章中也很明显,为改善学校提供了一种根深蒂固、细致入微的方法。Demetriou和Nicholl(英国)从对课堂创造力的研究开始,在对课堂创造力进行混合方法实证研究的同时,对创造性学习的范围进行了理论上的一瞥。他们观察到,在学习任务中有很强的创造性参与的情况下,学习者会获得额外的情感和认知增益。他们还强调,当创造力与同理心的参与和对观众需求的理解联系在一起时,它会产生额外的影响。他们的研究表明,情绪和认知发展都是通过创造性和移情学习实现的,以整体的方式影响学生的发展。Noltemeyer及其同事(美国)将注意力集中在学习者动机和参与在学校中的作用上,以认识到随着时间的推移对学生个人和学业进步的积极影响。他们特别关注积极行为干预和支持(PBIS)框架,将其作为制定影响学习者结果的整体方法的可能手段。他们探讨了影响学生动机和参与度的情境和个人层面的变量,并提出了PBIS应用的潜在进展。奥和同事(爱尔兰)研究了学生在学校自我评价活动中的作用。奥布莱恩及其同事的案例研究将学生定位为学校自我评价的积极研究者,学生参与收集数据并与员工合作决策。Adams和Myran(美国)进一步认识到教育空间中缺乏学生、家长和社区的声音。在他们的文章中,他们关注的是幼儿教育领域,在这一领域,父母作为高度“可信的知情者”发挥强大影响力的潜力在很大程度上尚未开发。Bzour、Zuki和Mispan(巴勒斯坦)探讨了学生辍学问题。他们的实证研究涉及学生、家长和老师。家庭背景、社会经济环境、学校文化和制裁的性质、学生取向和归属感往往是导致辍学的明显因素。Vasallo(马耳他)讨论了学校领导与多元文化和多样性有关的价值观在学校日常实践和惯例中的体现方式。他们讨论了有可能确保不同学生群体的需求得到认可和满足的行动和特点。从不同的立场来看,这些文章考虑了包括、重建和扩大学校改进和决策的潜力和障碍,以与背景、学生及其社区建立更深的联系。Tracey Allen博士英国伦敦大学学院副教授1089102 IMP0010.1177/136540821089102改进学校编辑编辑2022
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
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.
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