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This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are discussed. Moreover, a study aiming to compare the impact of DASI in helping schools to reduce bullying is presented. The results reveal that DASI has a stronger impact on improving school factors and reducing bullying than other approaches to school improvement. Suggestions for further research investigating the sustainability of DASI on school effectiveness are provided and policy implications are drawn. 相似文献
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Leonidas Kyriakides Evi Charalambous H. P. M. Creemers Andria Dimosthenous 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):274-301
Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria. 相似文献
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Daniel Hamlin 《Journal of School Choice》2018,12(1):52-79
Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods. 相似文献
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Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
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The central purpose of this study is to examine approaches for dealing with the problem of bullying (wangtta in Korean) in schools from the Christian educational perspective. There has been much development in both research and practice
in the 1990s and 2000s relating to bullying in Korean schools. Most Korean research on bullying, however, has almost exclusively
focussed on verification of the facts that bullying or peer rejection is a widespread phenomenon in schools. This study, however,
is mainly concerned with how to tackle effectively the bullying problem on the basis of Christian educational philosophy.
To do this, this paper suggests a four stage approach to dealing with bullying: namely, clarifying the Christian school ethos,
leading to determine the school’s bullying policy. With the bullying policy, school anti-bullying programs could be developed
in order to create a bullyingfree school environment. 相似文献
6.
Tracey N. Sulak 《Educational studies》2018,44(3):279-294
A positive school climate impacts students by promoting positive relations among students, staff and faculty of the school. The current study used latent class analysis and multinomial regression with R3STEP to analyse patterns of negative behaviours in schools and test the association of these patterns with structural variables like school size, demographics, and location using data from the 2008 School Survey on Crime and Safety, (n = 2560). The results indicated five classes of frequencies of negative behaviours. By using the lowest frequency of behaviour class as a reference, the classes with the highest frequencies of bullying, teacher disrespect, and sexual assault were more likely to be found in high crime areas and have larger campuses serving over 1000 students. Implications include the need to serve subgroups of schools based on measurable variables and the need to educate future teachers, administrators, and school psychologists about school climate and positive behaviour support systems. 相似文献
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Anna Díaz-Vicario Joaquín Gairín Sallán 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):89-106
Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools. 相似文献
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Kevin van der Meulen Daniel Brugman Olga Hoyos Cristina del Barrio 《Infancia y Aprendizaje》2019,42(2):337-373
Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate. 相似文献
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This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals. 相似文献
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Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed. 相似文献
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The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research. 相似文献
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Surveys were carried out to assess the UK government’s anti‐bullying pack Don’t suffer in silence in 1996 (after the first edition) and 2002 (after the second edition), to investigate what schools are doing about bullying, and the effect of anti‐bullying policies becoming a legal requirement. Schools in England were approached, randomly but within the constraint of having a spread across geographical regions. In 1996 109 schools and in 2002 148 schools were asked about school policy, interventions, and bullying frequency. Most schools moved from having a bullying policy as part of a broader policy on behaviour and discipline, to having a separate anti‐bullying policy. More schools attempted to survey the extent of bullying and there were changes in the use of particular interventions. Most interventions were rated as moderately useful. Some variations in use and satisfaction between different school levels were found. The implications of anti‐bullying work at schools and its success are discussed. 相似文献
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David Mc Keon 《欧洲特需教育杂志》2017,32(2):221-237
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD. 相似文献
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This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue. 相似文献
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Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed. 相似文献
20.
Eric Wearne 《Journal of School Choice》2016,10(3):364-380
ABSTRACT“Hybrid home schools” are schools in which students attend school with other students for 2 or 3 days per week in traditional classroom settings, and are homeschooled the balance of the week. This exploratory study presents self-reported reasons parents choose these schools, using an electronic survey of parents from four such schools (n = 136; 19% return rate). Findings indicate that families in these schools are relatively wealthier and more suburban than parents using tax credit programs, that they value school structures more than particular student achievement outcomes, and that they seek information on accreditation, curriculum, and the religious nature of schools in making their choices. 相似文献