Investigating the impact of flexible furniture in the elementary classroom     

Attai  Shanna L.  Reyes  Jorge C.  Davis  John L.  York  Judy  Ranney  Kerri  Hyde  Truell W. 《Learning Environments Research》2021,24(2):153-167

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...  相似文献   

Turnaround Policy and Practice: A Case Study of Turning Around a Failing School with English-Language-Learners   总被引：1，自引：0，他引：1  

Augustina Reyes  Andres Garcia 《The Urban Review》2014,46(3):349-371

In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models.  相似文献   

Student-initiated Facebook sites: nurturing personal learning environments or a place for the disenfranchised?     

Jennifer Charteris  Mitchell Parkes  Sue Gregory  Peter Fletcher  Vicente Reyes 《Technology, Pedagogy and Education》2013,22(4):459-472

ABSTRACT

Facebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections.  相似文献   

Contextualising Learning through the Participatory Construction of an Environmental Education Programme     

Isabel Ruiz‐Mallen  Laura Barraza  Barbara Bodenhorn  Maria de la Paz Ceja‐Adame  Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770

Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan.  相似文献   

Home-based family involvement and academic achievement: a case study in primary education     

Verónica Tárraga García  José Reyes Ruiz-Gallardo 《Educational studies》2018,44(3):361-375

Does home-based family involvement influence academic performance? To answer this question, a case study research was carried out with 96 children from all six levels of primary education at a public school, and their families. Data regarding home-based family involvement were collected using a questionnaire. Academic achievement was measured from school marks. The results reveal that, apart from two of the factors considered, home–family involvement as a whole is not significantly related to academic achievement. These two factors are access to informal education resources and parents’ employment. Family involvement related to the access of children to informal education resources is significantly related to a better academic achievement. Those students with both parents working perform best, and those with none working, worst. Although gender does not appear to significantly influence academic achievement and family involvement, the results show that girls attain better school performance and receive more family attention than boys.  相似文献   

Web pages as a tool for a strategic description of the Spanish largest firms     

Juan Llopis  Reyes Gonzalez  Jose Gasco 《Information processing & management》2010

The need for this study lies in the assumption that an in-depth examination of the map site of a firm that has a well-developed website can provide patterns about its corporate strategy through all the elements surrounding the organisation, and even a primary source for benchmarking. This technique has made it possible to identify the key issues in the strategic management of the most excellent large Spanish firms and also to describe trends in this sense. The methodology used consisted in a content analysis of the web pages of the Ibex35 companies of the Spanish Stock Market. Rather than focusing on the breakdown of businesses developed by each corporation, it was thought more appropriate to assess their respective corporate principles, as this would allow a better identification of the underlying managerial, organisational and strategic realities of these organisations. As a conclusion we can say that thanks to this technique, it has been possible to identify the key issues in the strategic management of the most excellent large Spanish firms. Additionally, it is shown how this way of working can be generalised to any group of enterprises.  相似文献   

Wanting the Unwanted Again: Safeguarding Against Normalizing Dehumanization and Discardability of Marginalized, “Unruly” English-Learning Latinos in Our Schools     

Reynaldo Reyes  Emiliano Villarreal 《The Urban Review》2016,48(4):543-559

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哈佛大学敞开更多的大门     

Raul Reyes 《海外英语》2007,(3):27

When I arrived as a freshman at Harvard 25 years ago, I was in alien territory. I had a check from my dad for $300, which was supposed to last until I found a job. One of my dorm mates, on the other hand, told me that he had $7,000 in his checking account.  相似文献   

Campus Strategic Action in the <Emphasis Type="Italic">Fisher</Emphasis> Case: Organizational Stakeholder Advocacy Across the Field of Higher Education     

Cassie L. Barnhardt  Ryan L. Young  Jessica K. E. Sheets  Carson W. Phillips  Eugene T. Parker III  Kimberly Reyes 《Research in higher education》2017,58(3):313-339

Using a census sampling, this analysis evaluates the campus structures and practices that are predictive of a campus being affiliated with stakeholder legal advocacy regarding the Fisher Supreme Court affirmative action case of 2013. Findings reveal that a campus utilizing selective admissions operated as a sufficient, but not a necessary, requirement to prompt stakeholders to take a legal position in the case. Also, campuses that enrolled and graduated the largest percentages of nonwhite students were inclined to have stakeholders submit amicus briefs advocating support for UT-Austin and the use of race in selective college admissions.  相似文献   

Required: A professional development component for every early childhood education program     

Sharon Lee Wooden  Nancy Baptiste  Loui Reyes 《Early Childhood Education Journal》1991,18(3):26-27

Whether your day care center or Head Start program has staff of five or twenty-five, you might wish to consider a professional development component (PDC). “What is that?” you say. “Not another thing we have to do. Isn't it enough that early childhood educators ... must be an astute purchaser, ... must be persnickety picker-and-chooser, ... must be a scavenger, ...” (Hymes, 1968, pp. 82–85) “and that programs have to meet state licensing standards or Head Start Performance Standards? Now programs must develop a new component!”  相似文献