Improving Schools最新文献_第8页

Sharing knowledge for school improvement 分享知识以改善学校

IF 1.6

Improving Schools Pub Date : 2019-09-18 DOI: 10.1177/1365480219879344

Terry Wrigley

引用次数: 1

Interprofessional collaboration in school: Effects on teaching and learning 学校跨专业合作：对教学的影响

IF 1.6

Improving Schools Pub Date : 2019-07-31 DOI: 10.1177/1365480219864812

Elin Borg, Ida Drange

引用次数: 29

Key stakeholders’ perceptions about school improvement strategies in UAE 主要利益相关者对阿联酋学校改进战略的看法

IF 1.6

Improving Schools Pub Date : 2019-07-01 DOI: 10.1177/1365480218817983

Nafla Mahdi Al Ahbabi

{"title":"Key stakeholders’ perceptions about school improvement strategies in UAE","authors":"Nafla Mahdi Al Ahbabi","doi":"10.1177/1365480218817983","DOIUrl":"https://doi.org/10.1177/1365480218817983","url":null,"abstract":"This article reports on findings related to possible strategies of improving school effectiveness in Abu Dhabi from the perspectives of their stakeholders’ perceptions, namely, principals, teachers, students, and parents. This study considered 18 strategies of meaningful school improvement (SI) to help align Abu Dhabi schools to international standards by assessing their policies, management, and performance as well as the roles played by each of the four groups of stakeholders. The close examination of these stakeholders’ perceptions about change and improvement made it possible to identify five paramount strategies that may contribute to improving schools within the UAE secondary education system and perhaps leading toward more significant reform alignment. These are a participative reflective leadership, a common ambitious vision, a healthy learning environment, high expectations for success, and differentiated instructional strategies. The data indicated that schools could not be improved unless all the school parties are jointly involved as catalysts for change in forging the school’s vision, environment, and prospects for success. The data were taken from research conducted in the Emirate of Abu Dhabi, the capital of the United Arab Emirates.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":"22 1","pages":"113 - 129"},"PeriodicalIF":1.6,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218817983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48532304","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: 5

Contextual research for educational improvement: A collaborative process in Northern California 教育改善的情境研究：北加利福尼亚州的合作过程

IF 1.6

Improving Schools Pub Date : 2019-06-06 DOI: 10.1177/1365480219853456

Hadar Baharav, Elizabeth. Newman

引用次数: 3

‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies “我认为爱尔兰学校需要继续做他们正在做的事情”：爱尔兰教师在英国学院工作后对学校自治的看法

IF 1.6

Improving Schools Pub Date : 2019-05-31 DOI: 10.1177/1365480219853457

C. Skerritt

{"title":"‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies","authors":"C. Skerritt","doi":"10.1177/1365480219853457","DOIUrl":"https://doi.org/10.1177/1365480219853457","url":null,"abstract":"Despite a lack of conclusive evidence connecting autonomous schools and academic success, school autonomy is regularly championed as being a way of not only improving schools but as a way of improving the quality of education in socially and economically deprived areas. This research builds on a recent paper published in Irish Educational Studies that argues that school autonomy should not be advanced in Ireland by exploring how teachers feel about features of autonomous schools. Irish teachers who have previously worked in academy schools in England, and who now teach in disadvantaged schools in Ireland, were interviewed about their experiences and how they would feel about features of autonomous schools being implemented in Ireland. The experiences the participants had in England indicate how school autonomy can be experienced in different ways – morally proper ways that engage with the broad purposes of schooling such as focusing on students and their learning, and morally improper ways that prioritise looking good on external measures at the expense of students and their learning. Overall, the participants were opposed to schools in Ireland becoming more like English academies but felt that having greater local flexibility over the curriculum in schools and offering a wider range of subjects would be beneficial, provided that it was embraced and enacted in a morally proper manner.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":"22 1","pages":"267 - 287"},"PeriodicalIF":1.6,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480219853457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41645420","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: 14

Editorial 编辑

IF 1.6

Improving Schools Pub Date : 2019-05-30 DOI: 10.1177/1365480219853174

Terry Wrigley

引用次数: 0

Teachers perceptions about supporting youth participation in schools: Experiences from schools in England, Italy and Lithuania 教师对支持青少年参与学校活动的看法:来自英国、意大利和立陶宛学校的经验

IF 1.6

Improving Schools Pub Date : 2019-04-11 DOI: 10.1177/1365480219840507

Joanna Leek

{"title":"Teachers perceptions about supporting youth participation in schools: Experiences from schools in England, Italy and Lithuania","authors":"Joanna Leek","doi":"10.1177/1365480219840507","DOIUrl":"https://doi.org/10.1177/1365480219840507","url":null,"abstract":"The understanding of youth participation in the current article relates to ideas of citizenship and active involvement in global concerns. In this understanding of the term, schools are important agents for education for global citizenship, and play a role in the developing engagement of young people. Using data from focus groups with teachers (n = 45) from secondary schools in England, Italy and Lithuania, the current research seeks to extend discussion of youth participation by identifying distinctive features of participation of students at the school level. Although research into youth civic participation is rapidly growing, this topic remains partially unexplored, particularly in relation to school settings, opportunities and benefits of developing students’ civic participation in schools. Findings are important for policy makers and teachers who attempt to promote civic participation in schools among students. The analysis shows that teachers’ concepts of youth participation are grounded in their cultural context, and teachers’ activities are undertaken intuitively. Analysis of teachers’ interviews led to the identification of four common overarching themes that relate to the significance of education policy, school leadership, teacher training, and youth–adult partnerships, all in the context of youth participation.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":"22 1","pages":"173 - 190"},"PeriodicalIF":1.6,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480219840507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44455981","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: 4

Student and staff social dynamics and transitions during school redesign 学校重新设计期间学生和教职员工的社会动态和转变

IF 1.6

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

Sejal Patel, Natalie Cummins

引用次数: 3

Making success: What does large-scale integration of making into a middle and high school look like? 成功：将制作大规模整合到中学和高中是什么样子的？

IF 1.6

Improving Schools Pub Date : 2019-03-18 DOI: 10.1177/1365480219835324

Keith Trahan, Stephanie Maietta Romero, Renata de Almeida Ramos, Jeffrey Zollars, Cynthia A. Tananis

引用次数: 6

Exploring the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland 探索社会不平等和贫困对苏格兰儿童和青少年心理健康、福祉和成就的影响

IF 1.6

Improving Schools Pub Date : 2019-03-14 DOI: 10.1177/1365480219835323

Joan G. Mowat

{"title":"Exploring the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland","authors":"Joan G. Mowat","doi":"10.1177/1365480219835323","DOIUrl":"https://doi.org/10.1177/1365480219835323","url":null,"abstract":"The poverty-related attainment gap is an internationally recognised problem. There is growing recognition that it cannot either be understood or addressed without taking cognisance of children’s mental health and wellbeing. The focus of this conceptual article is to examine the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland through the lens of resilience. While not a ‘state of the art’ literature review, a systematic approach was adopted in the selection of the literature and in the identification of themes to emerge from it. A range of risk and protective factors at the individual, social, societal and political levels emerged as impacting on the mental health and wellbeing and attainment of children living in poverty, and three important mediating variables are the negative impact of social stratification and adverse childhood experiences and the positive impact of a supportive adult. Schools alone cannot solve the problem. The findings revealed that there is a need to build a strong infrastructure around families and schools and to examine how economic, social, health and educational policy interact with each other as a starting point in addressing the problem, supported by inter-disciplinary research.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":"22 1","pages":"204 - 223"},"PeriodicalIF":1.6,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480219835323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796360","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: 16