A comprehensive approach to managing school safety: case studies in Catalonia,Spain     

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   

International review     

Michael Molenda  Stephen T. Kerr  Nick Eastmond  Pløn Verhagen  James D. White 《Educational technology research and development : ETR & D》1983,31(1):54-57

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Preservice elementary science teachers’ argumentation competence: impact of a training programme     

Daniel Cebrián-Robles  Antonio-Joaquín Franco-Mariscal  Ángel Blanco-López 《Instructional Science》2018,46(5):789-817

The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.  相似文献   

A game for learning history on mobile devices     

Sónia Cruz  Ana Amélia A. Carvalho  Inês Araújo 《Education and Information Technologies》2017,22(2):515-531

This paper presents a game designed to support teaching and learning of Portuguese History to 6th grade students. Firstly, a state of the art of mobile game-based learning for History is presented. Then we describe shortly the research carried out which aimed at the analysis of the games most played by students, followed by the identification of the learning principles proposed by Paul Gee and the game mechanics to propose a game structure. Data was collected from students in the 2nd cycle of the Portuguese Educational System (n = 508) through a questionnaire. Finally, we describe the game, that was developed based on those findings, related to a Portuguese historical event - the Republic Implementation in 1910.  相似文献   

Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion     

Edda Óskarsdóttir  Hafdís Guðjónsdóttir  Deborah Tidwell 《Studying Teacher Education》2019,15(1):44-55

ABSTRACT

This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda’s focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance.  相似文献   

Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: A systematic review     

Roser Cussó-Calabuig  Xavier Carrera Farran  Xavier Bosch-Capblanch 《Education and Information Technologies》2018,23(5):2111-2139

There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students’ performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Taking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included. The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment. There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well.  相似文献   

Early Adolescents’ Food Selection After Evaluating the Healthiness of Remote Peers’ Food Choices     

Ramón Cobo-Reyes  Juan A. Lacomba  Francisco Lagos  Christina Zenker  Ernesto Reuben 《Child development》2021,92(6):e1198-e1210

This study investigates whether asking early adolescents to evaluate the food choices of remote peers improves their own food selection. Participants were students from fifth (N = 219, M_age = 9.30 years) and sixth grades (N = 248, M_age = 10.28 years) of varying nationalities living in the United Arab Emirates (race and ethnicity were not collected). Students saw peers’ healthy or unhealthy food choices before picking their own food. In some conditions, students also critically evaluated the healthiness of the peers’ choices. Evaluation of peer choices led to healthier decisions (d = .53) to the point that it offsets the negative impact of observing unhealthy peer choices. This effect is larger for sixth graders compared to fifth graders.  相似文献   

A Shift in the Direction of the Production Effect in Children Aged 2–6 Years     

Belén López Assef  Félix Desmeules-Trudel  Amélie Bernard  Tania S. Zamuner 《Child development》2021,92(6):2447-2464

Research has found mixed evidence for the production effect in childhood. Some studies have found a positive effect of production on word recognition and recall, while others have found the reverse. This paper takes a developmental approach to investigate the production effect. Children aged 2–6 years (n = 150) from a predominantly white population in Ottawa, Canada were trained on familiar words which were either seen, heard or produced, followed by a recall task. Results showed a developmental shift: younger participants showed a reverse production effect, recalling more words that were heard during training, while older children showed the typical production effect, recalling more produced words. The effect of production on recall is not unidirectional and varies by age.  相似文献   

Examining Knowledge Levels of High School Students Related to Conductors at Electrostatic Equilibrium and Electric Field Lines Using the Drawing Method     

Taşkın  Tuğba  Yavaş  Pervin Ünlü 《Research in Science Education》2021,51(3):577-597

Research in Science Education - The purpose of this study was to investigate knowledge of high school students related to conductors at electrostatic equilibrium and electric field lines. The...  相似文献   

The Nature of Science and Citizenship: a Delphi Analysis     

González-García  Francisco José  Blanco-López  Ángel  España-Ramos  Enrique  Franco-Mariscal  Antonio-Joaquín 《Research in Science Education》2021,51(3):791-818

Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献