Students who feel connected to their school are more likely to succeed academically, have better attendance, and are less likely to engage in risky or violent behavior. Positive student-adult relationships provide children with a sense of safety, cultivate their self-esteem, and build their resilience.
School staff and educators are on the front lines of school-based efforts to promote the social, emotional, and cognitive development of students. Starting as early as preschool, black children face harsher and more frequent punishment in schools, compounding health inequities and depriving them of academic opportunities that set the foundation for a healthy life. Other school districts have made voluntary changes to their discipline policies. To build a positive school climate, we must expand our focus, considering not just students but everyone in the school community.
It is difficult to promote healthy development of children if the adults in a school community are unwell. A positive school climate supports young people, promotes autonomy, and provides opportunities to participate in important decisionmaking processes. Students are the experts on many of the issues addressed in school-wide policies; they have a firsthand perspective on their school environment.
1.3. School management
And youth involvement creates buy-in from students who actively participate in the design and implementation of initiatives. And because there are no laws or policies requiring student involvement in school improvement efforts, it is even more important that schools make concerted efforts to actively uplift student voices. Among other requirements, participating school districts must allow the general public and the school community to participate in the wellness policy process, including development and implementation of the policies.
Targeted Intervention at the Jeremiah E.
The majority of students at the Jeremiah E. To catch Videos School Design School Leaders. Budget Hold'em for Schools. School Design School Leaders. School systems can empower all principals to be strategic talent managers—by mapping out the what, who, when, and how, and organizing data, support, and timelines around the most critical Publications Videos School Leaders. Publications District Leaders School Leaders. School System must better meet the needs of all students.
And they can. But to succeed, we can't just do more of the same.
- The Thermal Decomposition of Ammonia upon the Surface of a Molybdenum Wire.
- Supportive Schools: Case Studies for Teachers and Other Professionals Working in Schools.
- Self-Evaluation: Affective and Social Grounds of Intentionality (Philosophical Studies Series).
- Antineutrino Detection for Monitoring Nuclear Explosions?
- Philosophical Tools for Technological Culture: Putting Pragmatism to Work.
- Ion Channels and Transporters of Epithelia in Health and Disease.
We need to transform. Building off of One Vision, Seven By embracing a set of school-wide values, UP Academy creates an atmosphere of rigor and joy, one that leads students to internalize important, positive lifelong values. Students now have See how Ridge Road Middle School in Charlotte, NC, transformed its student and adult culture through instituting strong schoolwide systems and routines.
Effective shared-content teams reduce teacher workload, lowering the planning burden on any individual. Teacher Support at Achievement First.
- Triumph in Defeat: Military Loss and the Roman Republic.
- Psalm Structures: A Study of Psalms With Refrains (JSOT Supplement).
- 1.3. School management?
First, it was voluntary for the schools and teachers to participate in the study. There might be a chance of self-selection; however, analysis of the participating schools shows that the distribution matches the strata used to select the schools. Further, there is a possible bias because the school leader chooses the teachers who fill out the questionnaire.
School Community Definition - The Glossary of Education Reform
We have less control over the reviews school leaders undertake in the selection of teachers. Second, a web-based questionnaire gathered the data. This could promote schools that have successfully integrated computers at school. However, analysis of the results indicates that schools with both lower and higher frequency of computer use at school participated in the study. Third, this is a cross-sectional study.
Therefore, the results from the regression analysis have to be used with caution, and it is important that the findings be supported by other theories and other research. Fourth, the sample consists of Norwegian teachers from primary and lower secondary schools, and therefore, the conclusions have to be restricted to these school types.
Fifth, the questionnaire contained self-report questions. Despite these limitations, a discussion of the results from the study provides both interesting and informative insights into current ICT use. The first research question gave attention to whether there were gender differences. Analysis of the results does not show any gender differences in how males and females experience ICT-supportive school leaders or supportive colleagues, and there are no gender differences in the perceived usefulness of computers, or in how teachers use computers at school.
These findings underpin the importance of the decisions and priorities made by the school leaders. Further, supportive colleagues are significantly correlated with perceived usefulness of computers. However, the factor experience of supportive colleagues is not significantly correlated with how teachers use computers at school. One reason for this could be that teaching practice is private, and additionally, that teachers do not always have the option to lean on others for support in their teaching.
At many schools, the teachers work in teams when preparing for their teaching, but they are often teaching alone or with one other colleague. Perceived usefulness is about the ideas teachers have regarding computers in class and how teachers feel about computers contributing to good teaching. Additionally, teachers who believe computers have positive outcomes for students report higher levels of perceived usefulness of computers.
This indicates a more student-centred approach toward learning, because the teachers are focusing on how the use of computers can support student learning and achievement Herman et al, Fourth, ICT-supportive teachers and perceived outcomes for students can explain variation in how frequently teachers use computers in writing or reading at school. Other researchers Hammond et al, ; Tondour et al, have recently conducted research with similar findings. Therefore, further studies are necessary to elaborate on what stimulates the innovative use of ICT.
The results from this study indicate that teachers experiencing ICT-supportive school leaders are more likely to experience supportive colleagues, are more likely to believe that computers can be useful in the classroom, and are spending more time and effort on using computers as part of their classroom than are teachers who do not have ICT-supportive leaders. However, it does not seem that experiencing supportive colleagues is correlated with more use of computers in the classroom. An assumption has been that supportive colleagues can be an indication of an ICT-supportive climate at school.
However, the questions relating to support from colleagues, used in this survey, are probably too general and do not take into account colleagues' attitudes to ICT and computers in particular. Nevertheless, it seems important to conduct further studies looking into school climates and the interactions between teachers from the same school about their use of ICT. Ainley et al explained how ICT could change the school and classroom environment. Many attempts to implement ICT in education have taken place within a traditional educational system Erstad, There are many obstacles in the educational system when implementing ICT in teaching, mainly 1 because there is resistance toward changes within the educational system Ainley et al, and 2 because ICT is implemented as a new concept within the traditional structure Erstad, Therefore, it is difficult to exploit the opportunities that computers and other technology provide for making real changes in the development of how we teach and learn.
According to the U. Department of Education , the combination of technology and face-to-face teaching is most effective when technology is combined with development of the curriculum and the use the most appropriate pedagogy.
Safe, Supportive Schools
It seems important to broaden approaches when implementing ICT in education. Further studies are required. Ainley, J. Students in a digital age: Implications of ICT for teaching and learning. Knezek Eds. New York: Springer. Antonietti, A. Computers in Human Behaviour , 22 , Balanskat, A. Digital skills working Group. Review of national curricula and assessing digital competence for students and teachers: Findings from 7 countries.
Are the n ew millennium l earners m aking the g rade? Technology use and educational performance in PISA. Christensen, R. Self-report measures and findings for information technology attitudes and competencies. Dexter, S. Leadership for IT in schools. DeLone, W. Journal of Management Information Systems 19 4 , Drent, M.
Which factors obstruct or stimulate teacher educators to use ICT innovately. Digital t ransformation.
A framework for ICT l iteracy. Retrieved August from www.
Erstad, O. Changing assessment practice and the role of IT. Hammond, M. Why do some student teachers make good use of ICT? An exploratory case study. Technology, Pedagogy and Education , 18 , Hermans, R. Knezek, G.