Journal of Educational Cultural and Psychological Studies最新文献_第8页

Conditions, Standards and Practices of Inclusion for Children with Disabilities in Italian Infant School 意大利幼儿学校接纳残疾儿童的条件、标准和做法

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-12-15 DOI: 10.7358/ECPS-2015-012-CHIA

Lucia Chiappetta Cajola

{"title":"Conditions, Standards and Practices of Inclusion for Children with Disabilities in Italian Infant School","authors":"Lucia Chiappetta Cajola","doi":"10.7358/ECPS-2015-012-CHIA","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-CHIA","url":null,"abstract":"The highly integrative choice that Italy has decided to make for many decades is much appreciated at international level. It is an irreversible choice that requires continual improvements to be made in the school context which includes a great variety of individuals. During childhood, in fact, Italian school embraces, promotes and enriches the experience of every child from a developmental perspective; the educational activities offer opportunities for growth within a context oriented towards well-being, awareness and gradual development of the competences expected at different ages, between three and six years old. In such educational activities, the school is coherent with the principles of the inclusion of the person, considering the acceptance of diversity and active participation in each of the fundamental values. This paper regards the perspective of inclusion of children with disabilities in Italian infant school. It describes, both quantitatively and qualitatively, the situation, according to a framework of fundamental principles sanctioned internationally, based on the Italian Constitution, current laws, documents, informations and data from authoritative sources. The research, presented by the author in the «Deutschen Gesellschaft fur Erziehungswissenschaft Kongress» (Humboldt Universitat, Berlin, 9-12 March 2014), arose from a designed European comparative study from four selected member countries of the EU: Italy, England, Germany and Slovenia. The study aims to explain how inclusive education of children with disabilities in european school has developed, and how, currently, is arranged in connection with the school system’s resources, the teachers training and the social expectations on the kindergarden.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"38 1","pages":"169-215"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90467789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Practices and School Climate: The Portuguese Students' Views 教学实践与学校氛围:葡萄牙学生的观点

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-BORG

Paula Borges

{"title":"Teaching Practices and School Climate: The Portuguese Students' Views","authors":"Paula Borges","doi":"10.7358/ECPS-2015-011-BORG","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-BORG","url":null,"abstract":"Considering that organizational climate corresponds to what organizational actors mostly represent and with regard to their organization and taking into account that the most intense student experiences occur within the classroom, we wanted to know whether student views on teachers’ leadership and practices are related to what they perceive as school climate. The students came from schools all over Portugal, including Madeira. Regarding teaching practices, we focused our attention on the following dimensions: teaching; support to learning control; lack of support for individual work; use of methods that engage students differently in their work. As regards school climate, we considered the following dimensions: colleagues, teachers and class director relations; equity; safety; working conditions. Teachers’ leadership and educational practices have highly significant statistical relations with the different dimensions of school climate. Students stress that teachers who are democratic leaders use educational practices viewed as democratic classroom strategies. Moreover, the quality of the relationships they develop with their colleagues, teachers and class directors are pertinent to the consideration of a positive school climate. Equity, safety and working conditions also significantly contribute to the consideration of a positive school climate. The results show that teachers and school leaders need to continue to reflect upon classroom working practices.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"2 1","pages":"177-192"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78854343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Investigating School Leadership within a European Project 在一个欧洲项目中调查学校领导

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-KIKI

K. Kikis-Papadakis

{"title":"Investigating School Leadership within a European Project","authors":"K. Kikis-Papadakis","doi":"10.7358/ECPS-2015-011-KIKI","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-KIKI","url":null,"abstract":"This article draws on the work conducted within the context of the European Policy Network on School Leadership. Its aim is to discuss and reflect upon school leadership policy development in the context of European education systems. The first section focuses on the concept of school leadership, identifying connections between school leadership practices and the promotion of equity and learning in schools. The second section discusses critical factors in policy implementation that shape the capacity of school leaders to combat inequalities and promote learning performance in schools. The article ends with an outlining of key policy actions for the promotion of distributed leadership practices in schools. In effect, this section stresses the need for a conceptual shift in understanding school leadership, from the position, roles, responsibilities, traits and capacities of the individuals holding formally assigned leadership roles in schools, to leadership as a function inside schools. As it is argued, such a conceptual shift calls for a policy shift in school leadership capacity-building that strengthens, but also goes beyond, the traditional repertoire of policies that focus on the preparation and professional training of school heads or other members of formal teams responsible for school management.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"33 1","pages":"333-352"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74301379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Managing Schools in Brussels: Selection and Local Interdependencies 管理布鲁塞尔的学校:选择和当地的相互依赖

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-DEVL

Perrine Devleeshouwer

{"title":"Managing Schools in Brussels: Selection and Local Interdependencies","authors":"Perrine Devleeshouwer","doi":"10.7358/ECPS-2015-011-DEVL","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-DEVL","url":null,"abstract":"This paper underlines selection processes in the Belgian educational school system. It analyses the schools’ reactions to the recent modification of the enrolment policy that diminishes the freedom that schools have historically benefitted from to regulate their population. The paper shows that the management variations between schools have to be understood with regard to the local interdependencies between them. These local interdependencies constitute hierarchies that form a frame for individual actions in school which contribute to reproduce the hierarchical structure. Doing so, it insists on the necessity to understand the quasi-market and the competition between schools by taking in account the local social and demographic context. School managing practices are not only due to a mechanical cause-effect link with their position in the educational hierarchies. This paper shows that, when studying the actors’ perception in detail, the hierarchies constitute a frame for their actions at a more local level. In this sense, the weight of hierarchies and interdependencies is not automatically built on the spaces defined by flow of pupils between schools. Theses spaces are not a fixed frame for educational actions even within schools sharing a similar position in the hierarchies.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"82 1","pages":"119-133"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90695635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Form tutors in the joint teaching of music: perspectives and experiences 在音乐联合教学中形成导师:观点与经验

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-SARM

Teresa Sarmento, Fernanda Martins

{"title":"Form tutors in the joint teaching of music: perspectives and experiences","authors":"Teresa Sarmento, Fernanda Martins","doi":"10.7358/ECPS-2015-011-SARM","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-SARM","url":null,"abstract":"In the Portuguese school system, form tutors (FTs) are an intermediate education management structure. The form tutor is responsible for a position of coordination and orientation with a «threefold function»: a relationship with students, relationship with the student’s family and relationship with other class teachers. The joint teaching of music is a part of the educational system in basic education. It is optional and provides musical and instrumental training to students who are interested in taking it. In order to achieve this, there is a system, subject to protocols, between general education schools and schools specializing in teaching music. There is also the position of FT in specialized schools and it also includes a «threefold function». However, these FTs have the additional role of representing music teachers at the class council, which is held at the general education school. Thus, in these cases, both FTs have a fourth joint area, between the music school and the general education school, which makes the relationship between them even more complex. This paper is based on the analysis of empirical data obtained from the testimonies of FTs regarding their representations and experiences in leadership and the coordination of teachers among schools in which there is a joint teaching system. The aim of collecting narratives is to look into some of the main challenges and confrontations related to leadership issues, which we assume to be the focus of those who have the role of form tutor in that specific context.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"3 4 1","pages":"353-364"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90801933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Climate and Citizenship: Portuguese Pupils’ Overview 学校氛围与公民:葡萄牙学生概述

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-TEXE

Manuela Texeira, Conceição Alves-Pinto

{"title":"School Climate and Citizenship: Portuguese Pupils’ Overview","authors":"Manuela Texeira, Conceição Alves-Pinto","doi":"10.7358/ECPS-2015-011-TEXE","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-TEXE","url":null,"abstract":"School is both time and space of experience and citizenship. Students as individuals, create and recreate meaning on how to be in school and society, different affiliations that sustain their identity and the various spheres of participation. When defining citizenship we noted three dimensions: the person, the social ties and participation. Based on school climate – which we assume is what actors mostly represent and feel of their organization – this study takes four dimensions into account: relationships with various school stakeholders, equity, safety and working conditions. The sample included 3617 students from 5th to 12th grade education originating from 13 schools. The data instrument is a questionnaire on school climate, experiencing school aspects and the value attributed to being a citizen. School climate is globally positive, except for the working conditions dimension. The added value of the citizenship dimension varies according to different dimensions. School climate, experiencing school and the citizenship value have highly statistically significant relationships among all dimensions. The most favorable school climate appears consistently linked to the feeling of belonging, to teachers’ democratic leadership and to the valorization of citizenship dimensions. These results suggest that school climate and its relation to the meaning that students give to citizenship come from the relevance of the care of relationships between the different school actors.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"153-175"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74563232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Turnover and School Management: Effects on the Organizational Climate 离职与学校管理:对组织氛围的影响

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-DELL

F. Preite

引用次数: 2

Community of Practice and Teacher’s Professional Development: An Explorative Survey 实践共同体与教师专业发展:一项探索性调查

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-MORE

Giovanni Moretti, Giuditta Alessandrini

{"title":"Community of Practice and Teacher’s Professional Development: An Explorative Survey","authors":"Giovanni Moretti, Giuditta Alessandrini","doi":"10.7358/ECPS-2015-011-MORE","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-MORE","url":null,"abstract":"The article shows the outcomes of an explorative survey employing interviews, case analysis and focus groups on a sample of newly employed teachers in Rome in 2012. The hypothesis leading the research is that, within the Italian context of school autonomy, the school management that is able to promote a distributed leadership (Spillane, 2005) finds ways to recognize, support and develop the communities of practice (Lave & Wenger, 1991; Wenger, 1998; Wenger, McDermott, & Snyder, 2002). It is expected that promoting a distributed leadership through the community of practice both assists the teacher’s professional development and produces a positive effect in the learning processes. The research also investigates the way in which the experienced teachers and the whole institute support the newly employed teachers. Results indicate that the process with which the new teachers enter into school is critical. Results also point out: the fragile role of the teacher tutoring the newcomer; the influence of the experienced teachers who know the context better; the strategic role of the school principals, but also the principals unawareness of the informal local practices of learning. The article points out diverse interesting points of the Italian school system that is about to employ permanently a number of teachers.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"83 1","pages":"253-273"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76784404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

What We Know about the Impact of School and Scouting on Adolescents’ Value-based Leadership 学校与童军活动对青少年价值型领导的影响

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-DUME

Émiliane Rubat du Mérac

{"title":"What We Know about the Impact of School and Scouting on Adolescents’ Value-based Leadership","authors":"Émiliane Rubat du Mérac","doi":"10.7358/ECPS-2015-011-DUME","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-DUME","url":null,"abstract":"The purpose of this study is to understand the impact of the school environment compared to the Scouting environment on the leadership attitudes of adolescents. The ways in which the social context affects the development of leadership attitudes is of special importance in view of the guidelines issued by the OECD, UNESCO and European Union, which envision schools as places of social development. In order to examine the ways in which these different contexts affect leadership development, we used two instruments: the «Educational Context Perception Questionnaire» (ECPQ), for the analysis of the adolescents’ perception of their educational context, and the «Socially Responsible Leadership Scale» (SRLS), which measures the Individual, Group, and Social Values of the adolescents, to which we added a dimension of Leadership Capacities. The study was conducted on a judgment sample, consisting of 600 students and 231 Scouts enrolled in upper secondary school in Rome (9th and 10th grades). Path-analyses were conducted to test, for the students and the Scouts, the effects of the ECPQ dimensions on leadership attitudes and capacities and to determine the relationships between the leadership dimensions. Findings revealed different effects among students and Scouts, of the educational context perception on their leadership attitudes and capacities, an effect of the Individual Values on the Group Values and an effect of the Group Values on the Social Values and Leadership Capacities.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"2 1","pages":"207-224"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83432335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

School Governance and Academic Excellence: The Representations of Distinguished Students in an Annual Award of Excellence * 学校管治与学术卓越:杰出学生在年度卓越奖中的表现*

IF 0.3

Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-PALH

J. A. Palhares, Leonor L. Torres

{"title":"School Governance and Academic Excellence: The Representations of Distinguished Students in an Annual Award of Excellence *","authors":"J. A. Palhares, Leonor L. Torres","doi":"10.7358/ECPS-2015-011-PALH","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-PALH","url":null,"abstract":"Within a research project on «academic excellence in the state school», this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school’s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school’s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school’s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"41 1","pages":"277-292"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83989050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2