In the context of building Child-Friendly Cities in China, child-friendly school environments are considered as having a profound impact on children's development and growth. This study presents the ...development and validation of the Child-Friendly School Environment Questionnaire for assessing a child-friendly school environment. Utilizing open-ended questions and interviews, an initial questionnaire on the child-friendly school environment was compiled. An exploratory factor analysis of the preliminary test results with 696 primary school children in grades three to six was conducted to refine the questionnaire into a formal 19-item questionnaire. Subsequently, a confirmatory factor analysis was performed to analyze the evaluation results of 807 primary school children in grades three to six. The results indicated that a child-friendly school environment is a multi-dimensional construct encompassing Environment Friendly, Teaching Friendly, Peer Friendly, and Children Participation, with good reliability and validity. The promising outcomes of this study suggest that the Child-Friendly School Environment Questionnaire can be widely used as a powerful evaluation tool for the child-friendly school education practice in the future.
The aim of this study was to develop and evaluate an instrument to assess international students' perceptions of the international learning environment called 'Measure of the International Learning ...Environment Status' (MILES). We based the development of the MILES on a solid theoretical framework from Moos by addressing three domains to measure the quality of the international learning environment, namely goal direction, relationships, and system change and system maintenance. We have designed and constructed the instrument in three steps. Firstly, we have collected items from relevant existing instruments and grouped them into the three domains via content analysis. Secondly, we applied a Delphi procedure involving international higher education experts from different stakeholder groups and from different cultural backgrounds to identify and reach consensus on the items comprehensively covering important elements of the international learning environment. Thirdly, we carried out an initial questionnaire evaluation. The final MILES consisted of 47 items with 13 in the first domain, 17 in the second and 17 in the third domain. The content of the domains was clearly in line with Moos theoretical framework and we interpreted the sets of items as goal direction, relationships, and supporting services, respectively. This study provides a comprehensive and systematically developed instrument for future research to better understand international students' perspectives towards the international learning environment that are supported by stakeholders from a range of cultures.
Arbejdslivets læringsmiljøer Jørgensen, Christian Helms; Warring, Niels
Tidsskrift for Arbejdsliv,
05/2022, Volume:
24, Issue:
1
Journal Article
Peer reviewed
Begrebet læringsmiljø har vundet indpas mange steder i arbejdslivet over de seneste to årtier. Begrebet er dog underbelyst i dansk forskning sammenlignet eksempelvis med, hvordan arbejdsmiljøet er ...undersøgt, defineret og reguleret. Formålet med denne artikel er derfor at undersøge, hvordan international forskning forstår læringsmiljøer og deres betydning for læring i arbejdslivet. Den undersøger, hvad der konstituerer et læringsmiljø, og viser dermed hvilke dimensioner, der kan indgå i et læringsmiljø. Den inddrager centrale bidrag fra de seneste årtiers forskning i arbejdslivets læringsmiljøer samt fra den øvrige forskning i læring i arbejdslivet. Desuden undersøger den, hvordan de forskellige bidrag opfatter forholdet mellem læringsmiljøet og det lærende subjekt. Den finder, at de fleste tilgange mangler en forståelse for subjektets aktive rolle i skabelsen af læringsmiljøet. Artiklen afsluttes derfor med et bud på, hvordan et begreb om læringsmiljøer kan forstås som konstitueret af et samspil mellem både subjektive og objektive læringsressourcer.
Winner of the Grawemeyer Award in Education "The
best book on high school dynamics I have ever read." -Jay Mathews,
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the best teachers do and ...what deep, engaging learning looks like
for students. Grab this text if you're looking for a celebration of
what's possible in American schools." - Edutopia "A
must-read for anyone interested in the fate of the American high
school." -Linda Darling-Hammond, President and CEO, Learning Policy
Institute What would it take to transform our high schools into
places capable of supporting deep learning for students across a
wide range of aptitudes and interests? To find out, Jal Mehta and
Sarah Fine spent hundreds of hours observing and talking to
teachers and students in and out of the classroom at thirty of the
country's most innovative schools. To their dismay, they discovered
that deeper learning is more often the exception than the rule. And
yet they found pockets of powerful learning at almost every school,
often in extracurriculars but also in a few mold-breaking academic
courses. So what must schools do to achieve the integrations that
support deep learning: rigor with joy, precision with play, mastery
with identity and creativity? In Search of Deeper Learning
takes a deep dive into the state of our schools and lays out an
inspiring new vision for American education.
Abstract
In a plenary talk “Investigative Science Learning Environment (ISLE): helping students learn physics by practicing it and be empowered in the process” at the SEA-STEM 2020 conference I ...(Eugenia Etkina) described the ISLE approach to learning and teaching physics, shared examples of activities and presented evidence of student learning. In this paper I, with my collaborators David T. Brookes and Gorazd Planinsic will briefly summarize my presentation and provide a list of resources for those who wish to learn more about the ISLE approach and to implement it in their physics courses.
Adolescents from 30 state schools in Curitiba, State of Parana, reported total screen time, namely television, video games and laptops. Diet quality was assessed by the frequency of food consumption. ...The income of the school environment was taken from the Census. The built environment for physical activity was investigated by systematic observation of the school surroundings. Multilevel Poisson Regression was used to estimate associations with the exposure variables. Among 1,200 adolescents, 50.9% being male, and 74.4% were found to be exposed to excessive screen time. Excessive TV screen time (56.5%) was associated with poor diet quality. Excessive video game time (22.0%) was lower among females (PR 0.25; 95%Cl 0.18;0.36), associated with poor diet quality, lower school environment income, and the worst classification of the built environment for physical activity. Excessive use of portable screens (53.2%) tended to increase with the income of the school environment. Excessive use of TV and laptops was widespread among adolescents, with different demographic and contextual variables associated according to the type of device used.
Although psychological safety research has flourished in recent years, and despite the empirical support for the important role of psychological safety in the workplace, several critical questions ...remain. In order to address these questions, we aggregate theoretical and empirical works, and draw on 136 independent samples representing over 22,000 individuals and nearly 5,000 groups, to conduct a comprehensive meta‐analysis on the antecedents and outcomes of psychological safety. We not only present the nomological network of psychological safety but also extend this research in 4 important ways. First, we compare effect sizes to determine the relative effectiveness of antecedents to psychological safety. Second, we examine the extent to which psychological safety influences both task performance and organizational citizenship behaviors over and beyond related concepts such as positive leader relations and work engagement. Third, we examine whether research design characteristics and national culture alter validities within the nomological network, thus promoting a more accurate and contextualized understanding of psychological safety. Finally, we test the homology assumption by comparing the effect sizes of the antecedents and outcomes of psychological safety across individual and group levels of analysis. We conclude with a discussion of the areas in need of future examination.
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of ...choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.
•A multidimensional perspective was used to study the contextual and motivational predictors of school engagement.•School engagement includes three components: behavior, emotion, and cognition.•School engagement is a malleable state that can be shaped by school context.•School environment predicted school engagement through academic motivation.•These associations were moderated by student academic ability.
Since the concept of psychological safety was introduced, empirical research on its antecedents, outcomes, and moderators at different levels of analysis has proliferated. Given a burgeoning body of ...empirical evidence, a systematic review of the psychological safety literature is warranted. As well as reviewing empirical work on psychological safety, the present article highlights gaps in the literature and provides direction for future work. In doing so, it highlights the need to advance our understanding of psychological safety through the integration of key theoretical perspectives to explain how psychological safety develops and influences work outcomes at different levels of analysis. Suggestions for future empirical research to advance our understanding of psychological safety are also provided.
•Reviews the extant literature on psychological safety•Highlights gaps in the existing literature and issues with measurement of psychological safety•Concludes with directions for future research on psychological safety
U istraživanju povedenomenauzorkuod 163 uciteljicei ucitelja iz zagrebackih osnovnih škola koje pohadaju ucenici izbjeglice cilj jebio utvrditi doprinose etnickog identiteta, opce ietnokulturne ...empatije, iskustva kontaktate školske klimenauciteljska akulturacijska ocekivanja integracijei asimilacijeoducenika izbjeglica. Pretpostavljenojedaceetnicki identitet biti negativan, a opca ietnokulturna empatija, iskustvo kontaktate školska klima pozitivni prediktori akulturacijskog ocekivanja integracije. Ocekivanojeidaceetnicki identitet, opca empatija, etnokulturna empatija, iskustvo kontakta i školska klima biti negativni prediktori akulturacijskog ocekivanja asimilacije. Rezultati pokazuju da su veca etnokulturna empatija i povoljnija školska klima prediktori ocekivanja integracije, dokjepovoljnija školska klima prediktor akulturacijskog ocekivanja asimilacije. Etnokulturna empatijai, posebice, školska klima korisni su uobjašnjavanju uciteljskih ocekivanja integracijeiasimilacijeoducenika izbjeglica, patako mogu biti smjernicezapoboljšanje odnosa domicilnoga stanovništvaiizbjeglicauškolskom kontekstu. Kljucne rijeci: akulturacija, akulturacijska ocekivanja, ucenici izbjeglice, empatija The aim of this research conducted on a sample of 163 teachers from elementary schools in Zagreb attended by refugee students was to assess the individual contribution of ethnic identity, general and ethnocultural empathy, direct contact and school climate on teacher's acculturation expectations from refugee students. The first hypothesis stated that ethnic identity would be negative, while general and ethnocultural empathy, contact and school climate would be positive predictors of integration expectations. The second hypothesis stated that all the predictors would negatively predict assimilation expectations. The results indicate that increased ethnocultural empathy and school climate predict increased expectation of integration, while contrary to the hypothesis, increased school climate positively predicts acculturation expectations of assimilation. The research's insights indicate that ethnocultural empathy and school climate can explain intergroup relations between Croatian teachers and refugee students and can help in preparing Croatian teachers for teaching refugee students. Keywords: acculturation, acculturation expectation, refugee students, empathy
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