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1.
ABSTRACT

The aim of this study is to determine primary school administrators’ and teachers’ opinions about the quality of their schools; the school administrators and teachers’ knowledge about Total Quality Management and quality tools and the quality tools used in primary schools. The research has been carried out with a qualitative approach and it is in the case study pattern. The participants consisted of 16 teachers and 4 school administrators working in primary schools in North Cyprus. The participants were chosen via maximum sampling method. The findings show that the current situation in schools contradicts with the basic principles of Total Quality Management. It was determined that school administrators were ignorant about Total Quality Management and none of the teachers and school administrators had previously heard the concept of quality tools. Teachers and school administrators mentioned disabled students as an issue. It seems like teachers have problems in behaving in the right way towards these students. They do not know how to improve these students’ talents because they are not educated on the subject. Via tools of quality teachers and school administrators may find reasons and solutions for issues like people with disabilities and plan events to promote disability awareness.  相似文献   

2.
ABSTRACT

In response to the increasing number of Spanish-speaking students at public schools, Spanish-speaking teachers are in demand. In regards to this high demand, how are Latina/o bilingual education teachers treated at school? Using critical race theory's counter-stories, this study investigated the working conditions of two Latina bilingual teachers. The participants’ stories reveal that the schools found the participants’ language skills to be both financially and instructionally beneficial. However, the participants experienced heavy workloads, which did not offer them the time and opportunity to develop stronger professional networks at school. They began to feel isolated and marginalized from their colleagues. Although eagerly hired by their respective school administrators, it seems that the participants were systematically exploited by the schools for which they worked.  相似文献   

3.
The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship.  相似文献   

4.
This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.  相似文献   

5.
Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness.  相似文献   

6.
Since the 1980s, a greater understanding of the frequency and typology of bullying/victim problems in schools has been accrued in many countries, including Ireland, where a nationwide study of bullying behaviour in schools was undertaken in 1993–1994. However, rather less is known about Irish school students' involvement in other forms of aggressive behaviour. The purpose of the survey described here was to ascertain the prevalence of school students' experiences of certain categories of general aggressive behaviour, as well as the prevalence of bully/victim problems, in Irish schools. Data were obtained via the administration of a specially and extensively modified version of the Olweus Bully/Victim Questionnaire to 5569 participants (2312 primary and 3257 post-primary) in Ireland in the autumn/winter school term of 2004–2005. Principally, it was found that experiences of aggressive behaviour appeared to be widespread; whilst age trends varied according to individual categories of aggressive behaviour, gender differences were more clear – boys were more frequently the targets of ‘direct’ forms of aggressive behaviour, whereas girls were more frequently the targets of ‘indirect’ forms. Furthermore, bully/victim problems appear to be persistent in Irish schools, with 35.3% of primary students and 36.4% of post-primary students reporting having been bullied over the last three months. It was contended that inroads into preventing and dealing with bullying and aggressive behaviour in Irish schools might best be made via governmentally-supported nationwide intervention programmes, as has been the case in Norway.  相似文献   

7.
As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow‐up activities in their schools and communities. The methodology employed online questionnaires and face‐to‐face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools and in their communities. There was clear evidence that the LFA project had led to extra teaching and awareness of the Holocaust, racism, and human rights; and that students’ citizenship values had been enhanced.  相似文献   

8.
推进手机移动学习：中小学教师态度与需求   总被引：1，自引：0，他引：1  
能否在中小学校普及手机移动学习,这是当前国际教育组织、教育行政部门和产业界共同关注的焦点问题。来自北京市4城区11所学校450名教师和管理者的调查数据表明,绝大多数教师都具有积极的技术产品教育应用意向,但反对中小学生持有手机和利用手机进行移动学习。不同学段的教师对推进手机移动学习的需求差异非常显著,小学教师最为积极,初中教师最不积极。在中小学校推进手机移动学习,应引导学校管理者、教师转变理念,客观认识学生手机,逐步认同手机移动学习;应加强宣传,推进本土实践,吸引学校管理者、教师乐于尝试手机移动学习;应增强手机移动学习产品、资源、服务与教育者、学习者、教学过程、学习过程的融合;在政策推广方面,可以先从小学进行试点推广,中学生手机移动学习可以走社会化推进、产业推动的道路。  相似文献   

9.
As Apple iPads are increasingly being adopted in schools for educational purposes, school administrators are seen as the key facilitators in the implementation of this new technology. This survey-based quantitative study investigated the impact of receiving iPad training on school administrators’ attitudes towards iPad use in their professional lives and in the classroom by teachers. The participants consisted of 51 elementary and secondary school administrators in one of the largest public charter school systems in a southwestern state. School administrators reported that iPads were effective tools for administrative tasks and personal organization. Results also suggest that school administrators in this study had positive views regarding the potential of iPads’ current and future use in the classroom by teachers. Furthermore, the training process had a positive effect on the school administrators’ development of iPad skills and knowledge.  相似文献   

10.
Large quantities of data are now being generated, collated and processed within schools through computerised systems and other digital technologies. In response to growing concerns over the efficiency and equity of how these data are used, the concept of ‘open data’ has emerged as a potential means of using digital technology to democratise data access and use within whole school communities. Drawing on participatory design research in two Australian secondary schools, this paper explores the possibilities of making existing school data openly available in digitised form for teachers, administrators and students to access, interpret and use. The results of these interventions – while only partially successful – provide valuable insights into the technical, informatic, organisational and social issues surrounding the use of data in schools. The paper concludes by considering the practical and theoretical limitations of attempting to democratise data engagement within school settings.  相似文献   

11.
This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.  相似文献   

12.
Abstract

Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13?years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.  相似文献   

13.
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   

14.
ABSTRACT

Stakeholder surveys conducted as part of the development of an accountability and assessment system for five charter schools in Miami-Dade County and Broward County, Florida, revealed high positive response regarding high expectations, school climate, basic skills instruction, and monitoring student progress. The lowest overall rating revealed dissatisfaction with charter school resources. Five researchers distributed questionnaires to stakeholders, defined as parents, pupils, teachers, administrators, special program teachers, and auxiliary personnel. Survey results were generally positive in assessing the schools, programs, teachers, administrators, and relationships between the various stakeholder groups. This study provided the quantitative data needed to form the framework for the development and implementation of an accountability system.  相似文献   

15.
The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary school, including the role of student sex and school size pathway as influencing factors in changes in learning environment perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages, one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised 1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness), the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and teachers, particularly those with a role within the ‘middle school’ years. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

16.
ABSTRACT

Transition from early childhood education to primary school is a complex phenomenon. This situation, moving from one educational system to another, is exciting, but can also be stressful for the child, her family and preschool teachers. Smooth transition to primary school helps children feel secure, relaxed and comfortable in their new environments. The current study, highlighting how Estonian preschool teachers comprehend their pedagogical activities in supporting children’s school readiness, was conducted using semi-structured interviews. There were 15 participants, preschool teachers, who at the moment of research taught in groups where children were between the ages of 6 and 7. As a result of completing the above procedure, research findings highlight that there is a lack of collaboration between preschools, schools and local neighbourhoods, but teachers try different methods individually when introducing school environment to children.  相似文献   

17.
Abstract

Effective school administration is seen as important and is the task not only of the principal but also of promoted senior teachers in national schools today. Information on principals’ involvement in tasks that may be viewed as not exclusively theirs was gathered as part of a project on principals’ work behaviour in national schools. Some principals appeared to perform duties that could be delegated. One‐quarter of the national schools in the survey either had no delegated areas of responsibility or did not delegate duties to all promoted teachers. The emphasis in delegation is strongly towards organisational and support duties (and even chores) and to insignificant degrees in the areas of curricular responsibilities or leadership and co‐ordinating roles and duties. The level of professional development involved for promoted senior teachers is not considered adequate.  相似文献   

18.
ABSTRACT

The aim of this study is to enable teachers to evaluate the crisis management skills of the administrators in terms of school development. The study has been carried out on a sample group consisting of 376 teachers (sample) working in 10 secondary schools and high schools. The study is a survey research based on the use of a quantitative method. In this survey, the scale of “the evaluation of the crisis management skills of the school administrators by teachers in terms of school development (OGAÖTDÖ)” developed by Tokel has been used. In addition, it has been analysed with the independent ANOVA test to determine whether or not it differs according to the factor of professional branches. When the research findings are examined, it has been determined that teachers answer positively to the question directed about crisis management skills of school administrators (X ? = 3.52) on disability services. As a result, it has been concluded that school administrators have adequate crisis management skills and they need a reputation for the quality.  相似文献   

19.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.  相似文献   

20.
ABSTRACT

We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health.  相似文献   

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