School context and microcontexts: The complexity of studying school settings.

2009 ◽  
pp. 175-197 ◽  
Author(s):  
Maria D. LaRusso ◽  
Joshua L. Brown ◽  
Stephanie M. Jones ◽  
J. Lawrence Aber
Keyword(s):  
School Context ◽  
School Settings

Communicative Constraints in EFL Pre-School Settings: A Corpus-Driven Approach

2001 ◽  
Vol 6 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Jesús Romero-Trillo ◽  
Ana Llinares García
Keyword(s):  
Present Article ◽  
English Language ◽  
School Context ◽  
Target Language ◽  
Classroom Context ◽  
School Settings ◽  
Nursery Schools ◽  
Language Classroom ◽  
L2 Development ◽  
Questions And Responses

The present article investigates the use of interrogatives made by teachers and the responses given by learners in two different (bilingual and non-bilingual) English language classroom contexts in two Spanish nursery schools. The analysis shows the relevance of the type of functions made by the teachers through interrogatives, rather than the quantity of input in the target language. The study classifies the functions of interrogatives in the pre-school context and makes a statistical corpus-driven analysis of the questions and responses in the two schools. Finally, the article makes some suggestions, based on the data, about the kind of questions than can lead to a more natural L2 development in the classroom context.

scholarly journals School-level (dis)advantage and adolescents’ substance-use behaviours: The role of collective efficacy and norms

2019 ◽  
Vol 63 (2) ◽  
pp. 156-172
Author(s):  
Gabriella Olsson ◽  
Bitte Modin
Keyword(s):  
Substance Use ◽  
Collective Efficacy ◽  
School Context ◽  
Joint Effect ◽  
School Level ◽  
School Settings ◽  
Ninth Grade Students ◽  
Data Collections ◽  
Disadvantaged School

Drawing upon ideas stemming from social disorganisation theory, this study explores how structural and social aspects of the school context affect youth substance-use behaviours in terms of smoking, alcohol and/or drug use. A key focus is to investigate the joint effect of school collective efficacy and schools’ substance-use norms on students’ substance use. Analyses are based on combined information from two independent data collections conducted in 2014 among ninth grade students ( n = 5122) and teachers ( n = 1105) in 81 senior-level schools in Stockholm. Results from multilevel analyses confirm previous research by suggesting that the proneness to engage in substance use varies depending on the socioeconomic profile of the school. Youth in socioeconomically advantaged schools were more prone to engage in substance use than youth in disadvantaged school settings. Furthermore, collective incentives for exerting social control against substance use seem to be weaker in schools where conventional values towards substance use (anti-substance-use norms) are suppressed.

Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs

2018 ◽  
Vol 13 (3) ◽  
pp. 238-255 ◽  
Author(s):  
Shelby Cosner ◽  
Craig De Voto ◽  
April Andry Rah’man
Keyword(s):  
Situated Learning ◽  
Authentic Leadership ◽  
School Context ◽  
Doctoral Program ◽  
Early Career ◽  
School Leader ◽  
Learning Resource ◽  
School Settings ◽  
Development Experience ◽  
Development Application

This article investigates a yearlong professional development experience provided to two cohorts within a doctoral program for early career school leaders. Drawing from situated learning theory, we examined one aspect of this program’s pedagogy, which centers on the use of field-based application-oriented projects that leaders must take up in their school settings. From this investigation, we identified and reported two key elements of the school context that were regularly drawn into leaders’ application-oriented learning experiences. We also illustratively highlight several of the authentic leadership consideration and practice experiences that were enabled.

Mindfulness interventions in schools: Integrity and feasibility of implementation

2019 ◽  
Vol 44 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Lisa-Marie Emerson ◽  
Natalja Nabinger de Diaz ◽  
Ashra Sherwood ◽  
Allison Waters ◽  
Lara Farrell
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Feasibility Studies ◽  
Organizational Factors ◽  
Evidence Base ◽  
Training Requirements ◽  
Intervention Integrity ◽  
School Settings ◽  
School Based ◽  
Mindfulness Interventions

Research on mindfulness-based interventions (MBIs) has proliferated in recent years and the integration of mindfulness-based programs in school settings has been at the forefront of implementation research. Recent reviews of studies evaluating the efficacy of school-based mindfulness programs have produced mixed findings, which may in part be due to methodological differences across studies to date, as well as adaptations of MBIs in order to implement them within school settings. For example, there are vast differences across studies in the content, delivery, and training requirements of school-based MBIs, which may influence both fidelity and efficacy. This systematic review aimed to synthesize the literature on the implementation of school-based MBIs and determine the degree to which the interventions align to standards for MBIs. A systematic search identified studies evaluating the effects of a school-based MBI on mental health outcomes in schools, utilizing quantitative and qualitative designs. The results draw comparison across the identified MBIs in relation to intervention integrity, and teacher training and competence according to existing standards. The findings indicate a poor alignment to all standards; for example, intervention integrity was indicated in 45% of studies that included core mindfulness practices, and standards of teacher training were met in 26% of studies. In addition, the feasibility design of studies is critiqued against recommended standards. Despite claims from many studies, feasibility has not yet been established for school settings. Feasibility studies have failed to adequately assess organizational factors that influence implementation. The lack of detail and consistency in reporting across studies is a particular limitation of the field of research, which may have disadvantaged the assessment of studies against stringent guidelines. The ongoing challenges to developing an evidence base for school-based MBIs as well as to implementation are discussed. Recommendations for future directions in implementation science of mindfulness interventions within a school context are provided.

Basque L2 development in immersion school settings

2012 ◽  
Vol 17 (3) ◽  
pp. 375-391 ◽  
Author(s):  
Ibon Manterola ◽  
Margareta Almgren ◽  
Itziar Idiazabal
Keyword(s):  
Reference Group ◽  
School Context ◽  
Narrative Structure ◽  
Preschool Age ◽  
Cross Sectional ◽  
Positive Effects ◽  
School Settings ◽  
Total Immersion ◽  
L2 Development ◽  
Adult Model

The aim of this article is to study the development of Basque L2 by Spanish L1 children who attend school in a total immersion programme where Basque is the vehicular language. Narratives based on an adult model produced at ages 5 and 8 are analysed in order to better understand the acquisition process of Basque L2 in an immersion school context. Basque L1 children who are also educated in Basque from preschool age constitute a reference group. The same subjects participate in the research at both ages, which gives a longitudinal as well as a cross-sectional approach to the study. The degree of narrative autonomy, the organisation of the narrative structure and features of nominal and verbal cohesion and some metalinguistic strategies are analysed. The results show similar skills in both groups, and the differences are not always in favour of the L1 subjects. On the whole, L2 subjects seem to reproduce the adult model more closely. This study contributes to a better understanding of L2 development in a school context, focussing on the positive effects of Basque immersion programmes.

scholarly journals Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics

2021 ◽  
pp. 1-21
Author(s):  
Fabio Campos ◽  
June Ahn ◽  
Daniela K. DiGiacomo ◽  
Ha Nguyen ◽  
Maria Hays
Keyword(s):  
Visual Analytics ◽  
School Context ◽  
The United States ◽  
Mixed Methods Study ◽  
Process Models ◽  
Instructional Coaches ◽  
School Settings ◽  
Making Sense ◽  
Vantage Points ◽  
K 12

With the spread of learning analytics (LA) dashboards in K--12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking occurs, and how it may differ across K--12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States. By exposing educators to an LA dashboard, we map their varied reactions to visual data and reveal prevalent sensemaking patterns. We find that emotional, analytical, and intentional responses inform educators’ sensemaking and that different roles at the school afford unique vantage points toward data. Based on these findings, we offer a typology for representing sensemaking in a K--12 school context and reflect on how to expand visual LA process models.

scholarly journals Teaching Children With Down Syndrome in the Early Years of School

2017 ◽  
Vol 41 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Amanda McFadden ◽  
Donna Tangen ◽  
Rebecca Spooner-Lane ◽  
Amanda Mergler
Keyword(s):  
Down Syndrome ◽  
School Context ◽  
Early Years ◽  
Classroom Teachers ◽  
Teacher Interviews ◽  
School Settings ◽  
General Classroom ◽  
Teachers Experiences ◽  
Class 1 ◽  
Preparatory Year

We explored 3 general classroom teachers’ experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5-month period through class observations and teacher interviews. The findings indicate that although there were highly inclusive experiences identified in the school sites, the school context played an important role in the inclusion of the child. Teachers indicated that receiving targeted information about Down syndrome and collaborative support from parents, teaching colleagues, and their wider school enabled them to work more inclusively with their student with Down syndrome in their classroom.

scholarly journals Learning Analytics for Primary and Secondary Schools

2021 ◽  
Vol 8 (2) ◽  
pp. 1-5
Author(s):  
Vitomir Kovanovic ◽  
Claudia Mazziotti ◽  
Jason Lodge
Keyword(s):  
Learning Analytics ◽  
Tertiary Education ◽  
Special Section ◽  
School Context ◽  
School Settings ◽  
Opportunities For Learning ◽  
Challenges And Opportunities ◽  
Improving Student Learning ◽  
Data Driven Decisions ◽  
Future Work

Over the past decade, the increasing use of learning analytics opened the possibility of making data-driven decisions for improving student learning. Driven by the strong university adoption of learning analytics, most early learning analytics research focused on issues specific to tertiary education. With the broader adoption of educational technologies in primary and secondary education and the emergence of new classroom-focused technologies, there has been a growing awareness of the potentials of learning analytics for supporting students and diagnosing their learning progress in pre-university contexts. This special section focused on investigating, developing, and evaluating state-of-the-art learning analytics approaches within primary and secondary school settings. In this editorial, we summarize the papers of the special section and discuss the challenges and opportunities for learning analytics within the school context. We conclude with the discussion around the opportunities for future work and the implications of this special section for the field of learning analytics.

scholarly journals Problematic uses of ICTs among young people in their personal and school life

Comunicar ◽  
2018 ◽  
Vol 26 (56) ◽  
pp. 91-100 ◽  
Author(s):  
David Rodríguez-Gómez ◽  
Diego Castro ◽  
Julio Meneses
Keyword(s):  
Young People ◽  
Social Life ◽  
Descriptive Analysis ◽  
School Context ◽  
School Setting ◽  
School Life ◽  
Classroom Relationships ◽  
School Settings ◽  
Problematic Use ◽  
Ict Use

Studies on ICT use in education usually focus on ICT’s contribution to training processes. However, scarce research has concentrated on the problematic use of ICT among young people in the school context, and most of it approaches the problem from a psychopathological perspective. The purpose of this paper, in contrast, is to analyse problematic ICT use among young people in their personal and school setting. The methodology involved applying a questionnaire to a sample of 1,052 youths aged between 12 and 18 years old. The study starts with a univariate and bivariate descriptive analysis. Subsequently, three Poisson regression models were developed to evaluate the contribution of several predictor variables to the three types of problematic uses identified in their sphere, learning processes and classroom relationships. Results show a relationship between problematic ICT use in personal and school settings, with older youths who use smartphones (the) most likely to engage in this type of behaviour. The use of mobile technology largely explains the problematic behaviour in the use of ICT among young people in personal and school contexts, which justifies the need to promote actions contributing to more responsible use of this type of technology in all areas of their personal, school and social life. Los estudios sobre el uso de las TIC en educación suelen analizar su contribución a los procesos formativos. Son escasas las investigaciones centradas en los usos problemáticos de las TIC que realizan los jóvenes en el contexto escolar y, la mayoría, lo abordan desde una perspectiva psicopatológica. El propósito del presente artículo es analizar los usos problemáticos de las TIC entre jóvenes en su ámbito personal y escolar. La metodología consistió en la aplicación de un cuestionario a 1.052 jóvenes de entre 12 y 18 años. El estudio se inicia con un análisis univariante y bivariante. Posteriormente, se desarrollan tres modelos de regresión de Poisson para valorar la contribución de diversas variables predictoras sobre tres tipos de usos problemáticos identificados en: el ámbito personal, los procesos de aprendizaje y las relaciones de aula. Los resultados muestran una relación entre los usos problemáticos en el ámbito personal y escolar, siendo los chicos de mayor edad y que utilizan intensivamente los «smartphones» los que más probabilidades tienen de incurrir en este tipo de comportamientos. El uso de la tecnología móvil explica en gran medida las conductas inadecuadas en el uso de las TIC en los ámbitos personal y escolar entre los jóvenes, lo que justifica la necesidad de promover actuaciones que contribuyan a un uso más responsable de este tipo de tecnología en todos los ámbitos de su vida personal, escolar y social.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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