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Journal articles on the topic 'Changing school'

To see the other types of publications on this topic, follow the link: Changing school.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Orpinas, Pamela, Arthur M. Horne, and Deborah Staniszewski. "School Bullying: Changing the Problem by Changing the School." School Psychology Review 32, no. 3 (September 1, 2003): 431–44. http://dx.doi.org/10.1080/02796015.2003.12086210.

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2

Brown, Martin, Gerry McNamara, Joe O’Hara, and Shivaun O’Brien. "Exploring the Changing Face of School Inspections." Eurasian Journal of Educational Research 16, no. 66 (November 15, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.66.1.

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3

Dvořák, Dominik, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, and Ondřej Šmíd. "Changing places, changing tracks: Inter-school mobility among Czech secondary students." Journal of Pedagogy 11, no. 1 (June 1, 2020): 83–105. http://dx.doi.org/10.2478/jped-2020-0005.

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AbstractMost of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.

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4

Holmes, Mark. "Changing School Programs." Curriculum Inquiry 27, no. 3 (January 1997): 259–66. http://dx.doi.org/10.1111/0362-6784.00054.

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Holmes, Mark. "Changing School Programs." Curriculum Inquiry 27, no. 3 (January 1997): 259–66. http://dx.doi.org/10.1080/03626784.1997.11075492.

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6

Borich, Gary D. "Changing Schools: School Reform and Teacher Productivity." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1076. http://dx.doi.org/10.1037/031266.

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7

George, Rosalyn. "Urban girls' ‘race’ friendship and school choice: changing schools, changing friendships." Race Ethnicity and Education 10, no. 2 (July 2007): 115–29. http://dx.doi.org/10.1080/13613320701330643.

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8

Kennedy, Aileen, Donald Christie, Joan Forbes, Christine Fraser, Ann MacDonald, Ian Menter, Grace Paton, and Lesley Reid. "Changing Teachers, Changing Scotland?" Scottish Educational Review 39, no. 1 (March 27, 2007): 60–71. http://dx.doi.org/10.1163/27730840-03901006.

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Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland, examining how they feature within discussions about: school management and governance; schools and social capital; and teachers as learners. The article explores each of these contexts in turn concluding with consideration of how the work of the three AERS networks might help to understand and inform an agenda for change.

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9

Amatea, Ellen, and Mary Clark. "Changing Schools, Changing Counselors: A Qualitative Study of School Administrators' Conceptions of the School Counselor Role." Professional School Counseling 9, no. 1 (October 2005): 16–27. http://dx.doi.org/10.5330/prsc.9.1.w6357vn62n5328vp.

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Amatea, Ellen S., and Mary Ann Clark. "Changing Schools, Changing Counselors: A Qualitative Study of School Administrators’ Conceptions of the School Counselor Role." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900101.

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This qualitative study utilized a grounded theory methodology to assess the conceptions about the school counselor role held by 26 administrators employed in public elementary, middle, or high schools. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. Four distinctive role sets were found. They were differentiated in terms of primary work activities valued, extent of counselor-staff work role coordination, and type of specialized knowledge required. Findings suggest that there is a need for a more conscious development of counselor leadership skills and role expectations by counselors themselves and by counselor preparation programs.

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11

Boardman, Margot. "Changing Times: Changing Challenges for Early Childhood Leaders." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 20–26. http://dx.doi.org/10.1177/183693910302800205.

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The diversity and complexity of change within school management practices, over the past decade, have meant changing roles for school leaders, teachers and their communities. Early childhood leaders in school settings have not been exempt from the impact of these changes as they have striven to accommodate rapid social and educational challenges within their leadership role. This article reports on a survey undertaken with Tasmanian early childhood teachers and leaders to investigate the nature and diversity of challenges faced by leaders with responsibilities in Kindergarten to Grade 2 leadership. Analysis of the data, concerning the most challenging aspects of early childhood leadership, revealed that both teachers and leaders perceived there were significant, diverse and complex educational changes being faced by leaders. Also, there were pressing organisational dilemmas associated with time available for teaching and leading. Further, teachers perceived there were key challenges inherent in the area of leaders' knowledge and relationships which were impacting negatively on the leadership provision in schools

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12

Robertson, A. B., and Roy Lowe. "The Changing Secondary School." British Journal of Educational Studies 38, no. 3 (August 1990): 291. http://dx.doi.org/10.2307/3121430.

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13

Masters, Kim J. "Changing the School System." Journal of the American Academy of Child & Adolescent Psychiatry 28, no. 3 (May 1989): 458. http://dx.doi.org/10.1097/00004583-198905000-00035.

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14

Polnay, L. "Changing school health services." Journal of Epidemiology & Community Health 43, no. 1 (March 1, 1989): 94. http://dx.doi.org/10.1136/jech.43.1.94.

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15

Clayton, Jennifer K. "Changing Diversity in U.S. Schools." Education and Urban Society 43, no. 6 (September 13, 2010): 671–95. http://dx.doi.org/10.1177/0013124510380909.

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Schools in the United States have experienced changes in their demographic profile during the last half century. During this changing time, schools have experienced court-involved desegregation and have experienced fluctuations in their populations with regard to both race and socioeconomic status. Existing studies on segregation have focused primarily on Black and White students, neglecting the increasing Hispanic population of U.S. schools. This study provides more data to the expanding research on the impact of diversity on student performance. The study examines whether diversity and teacher quality of a school can predict academic performance on state-mandated tests, while controlling for school level poverty. In this quantitative study, the researcher also analyzes whether a difference exists between the predictability of pass rates and advanced pass rates for African American, Hispanic, and White students in Virginia’s elementary schools. The data reveal that the impact of poverty is difficult to disentangle from the issues of diversity and teacher quality but that differences exist among student racial groups in their academic performance response based on school-level poverty, diversity, and teacher quality.

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16

Cohen, Marvin T. "Changing Schools from Within." Journal of School Leadership 3, no. 3 (May 1993): 269–87. http://dx.doi.org/10.1177/105268469300300305.

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This article will focus on a collaboration between two urban intermediate schools and the Graduate School of Bank Street College of Education. The collaboration took place over a four year period and focused on bringing about changes that would enable the schools to better serve their student bodies. The plans and processes varied in each school based on the needs as perceived by those involved. In order to reform schools and support systemic change, there must be a change in teacher beliefs and attitudes about teaching and learning. Our work suggests that there are bureaucratic and cultural supports that need to be in place to bring about change. These include 1) time for teachers to talk together; 2) administrative support; 3) a structure that supports variety and innovation; 4) allowance for design changes; and 5) district support and flexibility.

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Van Dyk, William. "Changing School Culture at Zeeland Christian School." Journal of Religion, Disability & Health 14, no. 4 (October 29, 2010): 382–84. http://dx.doi.org/10.1080/15228967.2010.517438.

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18

Kulinna, Pamela Hodges, Timothy Brusseau, Donetta Cothran, and Catrine Tudor-Locke. "Changing School Physical Activity: An Examination of Individual School Designed Programs." Journal of Teaching in Physical Education 31, no. 2 (April 2012): 113–30. http://dx.doi.org/10.1123/jtpe.31.2.113.

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This study guided by a health ecology conceptual framework evaluated four “bottom-up” Physical Activity (PA) interventions with school personnel planning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers’ use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have “buy in” from staff, significant increases in PA are attainable.

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19

Vishwakarma, Lila Bahadur. "Ways of changing students’ behavior towards healthy school environment:." International Journal of Human Culture Studies 2015, no. 25 (2015): 25–32. http://dx.doi.org/10.9748/hcs.2015.25.

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20

Candipan, Jennifer. "Choosing Schools in Changing Places: Examining School Enrollment in Gentrifying Neighborhoods." Sociology of Education 93, no. 3 (March 6, 2020): 215–37. http://dx.doi.org/10.1177/0038040720910128.

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School choice expansion in recent decades has weakened the strong link between neighborhoods and schools created under a strict residence-based school assignment system, decoupling residential and school enrollment decisions for some families. Recent work suggests that the neighborhood-school link is weakening the most in neighborhoods experiencing gentrification. Using a novel combination of individual, school, and neighborhood data that link children to both assigned and enrolled schools, this study examines family, school, and neighborhood factors that shape whether parents enroll in the assigned local school. I find that parents are more likely to opt out of neighborhood schools in gentrifying neighborhoods compared with non-gentrifying neighborhoods when nearby choice options are available. Recent movers to gentrifying neighborhoods bypass local schools more compared with parents who have lived in the neighborhood longer. Results have implications for thinking about neighborhood-school linkages in an era of school choice and urban change.

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21

Allen, Ann. "Changing Ties: Charter Schools Redefine the School—Community Connection." Journal of School Public Relations 27, no. 1 (January 1, 2006): 84–119. http://dx.doi.org/10.3138/jspr.27.1.84.

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22

Kaplan, Leslie S., and Michael W. Evans. "Changing School Environment: Restructuring One Virginia High School." NASSP Bulletin 81, no. 589 (May 1997): 1–9. http://dx.doi.org/10.1177/019263659708158902.

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23

Stodolsky, Susan S., and Pamela L. Grossman. "Changing Students, Changing Teaching¹." Teachers College Record: The Voice of Scholarship in Education 102, no. 1 (February 2000): 125–72. http://dx.doi.org/10.1177/016146810010200107.

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Educators are searching for effective ways to meet the challenges posed by increased cultural diversity among students. We explore this issue at the high school level where concerns about subject matter and student diversity intersect sharply. A case study approach, augmented by a large sample survey, is used to understand the dynamics of adaptation to a changing student population. We document adaptations in curriculum, instruction, and assessment made by math and English teachers. We examine the goals, conceptions of subject matter, instructional practices, and views of learning of teachers who contrast in whether they did or did not reconceptualize and change their practice when faced with new students. We also examine ways in which their high school departments facilitated, supported, or inhibited change in teaching. The analysis focuses on 4 teachers in the same school district: an English and math teacher who adapted to new students and 2 respected colleagues who did not. Different patterns of goals, beliefs, and conceptions of subject matter and students are characteristic of teachers who adapt and those who do not, and patterns are surprisingly similar in both English and math. Survey data from a sample of public school teachers confirm the relationships suggested in the case studies.

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24

Mandal, A. C. "Changing Standards for School Furniture." Ergonomics in Design: The Quarterly of Human Factors Applications 5, no. 2 (April 1997): 28–31. http://dx.doi.org/10.1177/106480469700500206.

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25

Locke, Lawrence F. "Changing Secondary School Physical Education." Quest 44, no. 3 (December 1992): 361–72. http://dx.doi.org/10.1080/00336297.1992.10484062.

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26

Nistler, Robert J., and Angela Maiers. "Changing Parent Roles in School." Education and Urban Society 32, no. 1 (November 1999): 108–26. http://dx.doi.org/10.1177/0013124599032001006.

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27

Barona, Andrés, and Jeffrey A. Miller. "Changing Roles in School Psychology." Contemporary Psychology: A Journal of Reviews 38, no. 11 (November 1993): 1199–200. http://dx.doi.org/10.1037/032785.

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28

Surface, Jeanne L., David L. Stader, and Anthony D. Armenta. "Changing Times in School Law." Clearing House: A Journal of Educational Strategies, Issues and Ideas 87, no. 3 (April 4, 2014): 89–90. http://dx.doi.org/10.1080/00098655.2014.891878.

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29

Bisschoff, Tom. "Exploring the school leadership landscape, changing demands, changing realities." British Journal of Educational Studies 62, no. 3 (July 3, 2014): 370–72. http://dx.doi.org/10.1080/00071005.2014.944399.

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30

Graham, Steve. "Changing How Writing Is Taught." Review of Research in Education 43, no. 1 (March 2019): 277–303. http://dx.doi.org/10.3102/0091732x18821125.

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If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.

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31

Lycke, Kara L., and Ellis Hurd. "Questions of Changing Access." International Review of Qualitative Research 10, no. 3 (November 2017): 291–305. http://dx.doi.org/10.1525/irqr.2017.10.3.291.

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This paper explores the increasingly complex dynamic for conducting long-term critical ethnographic research in school settings. With ever-increasing neoliberal forms of knowledge prescribing school practice and policy, school leaders may not value the focus and duration of ethnographic studies. In a results-oriented climate of K–12 education, conducting school ethnographies may depend on administrators’ beliefs regarding the direct connection of the research to student achievement, the district's reputation, or a willingness to share in the stakes of the “public face” of research (Shulman, 1999). As researchers of culture and literacy, it is our contention that ethnographers have a valuable, sustaining role in school communities and that critical school ethnographies can be a tool for social justice as participants (researchers and school participants alike) can come together to engage in joint sense-making, problem solving, and social analysis of school practice and policy.

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32

Porter, Gordon L., and Diane Richler. "Changing Special Education Practice: Law, Advocacy, And Innovation." Canadian Journal of Community Mental Health 9, no. 2 (September 1, 1990): 65–78. http://dx.doi.org/10.7870/cjcmh-1990-0019.

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The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.

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33

Bartell, Riva. "Changing the Role of School Psychologists: School-Family Partnership." Canadian Journal of School Psychology 11, no. 2 (June 1996): 133–37. http://dx.doi.org/10.1177/082957359601100217.

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34

Lowenhaupt, Rebecca, and Todd D. Reeves. "Changing demographics, changing practices: teacher learning in new immigrant destinations." Journal of Professional Capital and Community 2, no. 1 (January 16, 2017): 50–71. http://dx.doi.org/10.1108/jpcc-09-2016-0023.

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Purpose Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs). Design/methodology/approach Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning. Findings Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically. Research limitations/implications Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise. Originality/value Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.

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Siegel-Hawley, Genevieve. "Educational Gerrymandering? Race and Attendance Boundaries in a Demographically Changing Suburb." Harvard Educational Review 83, no. 4 (December 1, 2013): 580–612. http://dx.doi.org/10.17763/haer.83.4.k385375245677131.

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In this article, Genevieve Siegel-Hawley illuminates the challenges and opportunities posed by demographic change in suburban school systems. As expanding student populations stretch the enrollment capacities of existing schools in suburban communities, new schools are built and attendance lines are redrawn. This redistricting process can be used either to foster school diversity or to exacerbate racial isolation. Drawing on data from the U.S. Census, the National Center for Education Statistics (NCES), and the school district, along with mapping software from Geographic Information Systems (GIS), Siegel-Hawley examines the relationship between overcrowding, racial isolation, and the original, proposed, and final high school attendance zones in a changing suburban district. Findings indicate that school officials responsible for the rezoning process failed to embrace the growing diversity of the school system, choosing instead to solidify extreme patterns of racial isolation within high school attendance areas. The segregative impact of the district's new attendance zones may be subject to legal scrutiny, a consequence that could—and should—discourage other school systems from adopting similarly harmful redistricting policies.

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36

Fletcher, Adam, Natasha Fitzgerald-Yau, Meg Wiggins, Russell M. Viner, and Chris Bonell. "Involving young people in changing their school environment to make it safer." Health Education 115, no. 3/4 (June 1, 2015): 322–38. http://dx.doi.org/10.1108/he-04-2014-0063.

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Purpose – The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression. Design/methodology/approach – The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations. Findings – School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach. Practical implications – It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change. Originality/value – The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.

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37

Meyer, Jim. "Changing Courses: A Conversation With Connie Delaney." Creative Nursing 16, no. 1 (February 2010): 33–36. http://dx.doi.org/10.1891/1078-4535.16.1.33.

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Jim Meyer talks with Connie Delaney, dean of the University of Minnesota School of Nursing, about what nursing schools—and individual students—need to know and possess to thrive in these changing times.

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38

Berger, Emmanuele. "Educational Leadership and the Changing School." Swiss Journal of Educational Research 28, S (December 1, 2006): 5–14. http://dx.doi.org/10.24452/sjer.28.s.4753.

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39

Logan, Lloyd. "Book Review: Changing the School Culture." Australian Journal of Education 39, no. 2 (August 1995): 204–5. http://dx.doi.org/10.1177/000494419503900209.

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HEDGER, KEITH. "The Changing Status of School Mathematics." Teaching Mathematics and its Applications 7, no. 1 (1988): 18–23. http://dx.doi.org/10.1093/teamat/7.1.18.

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41

Mason, Ann. "Book Reviews : The Changing Primary School." Educational Management & Administration 17, no. 1 (January 1989): 43. http://dx.doi.org/10.1177/174114328901700108.

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42

Anson, Ronald. "School Leadership Research in Changing Times." Educational Administration Quarterly 28, no. 3 (August 1992): 299–303. http://dx.doi.org/10.1177/0013161x92028003003.

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43

Wood, E., and Pat Millichamp. "Changing the learning ethos in school." Journal of In-service Education 26, no. 3 (September 1, 2000): 499–515. http://dx.doi.org/10.1080/13674580000200149.

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44

Dow, Brian. "Changing school dinners: food for thought?" British Journal of School Nursing 2, no. 1 (January 2007): 13–15. http://dx.doi.org/10.12968/bjsn.2007.2.1.22731.

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45

Parker, Martin. "University, Ltd: Changing a business school." Organization 21, no. 2 (March 2014): 281–92. http://dx.doi.org/10.1177/1350508413502646.

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46

Šebestová, Simona. "Curriculum and instruction in changing school." ORBIS SCHOLAE 3, no. 2 (February 23, 2018): 131–32. http://dx.doi.org/10.14712/23363177.2018.217.

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47

Hodson, Derek. "Changing the Face of School Science." Studies in Science Education 36, no. 1 (January 2001): 149–56. http://dx.doi.org/10.1080/03057260108560172.

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48

DAVIDSON, C. F. "The Changing Topography of School Geography." New Zealand Journal of Geography 84, no. 1 (May 15, 2008): 20–23. http://dx.doi.org/10.1111/j.0028-8292.1987.tb00259.x.

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49

McGrath, Michael. "The Changing Nature of School Governance." National Civic Review 104, no. 1 (March 2015): 52–57. http://dx.doi.org/10.1002/ncr.21224.

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50

Torre, Daniela, and Joseph Murphy. "A different lens: Changing perspectives using Photo-Elicitation Interviews." education policy analysis archives 23 (November 8, 2015): 111. http://dx.doi.org/10.14507/epaa.v23.2051.

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The purpose of this systematic literature review is to document how scholars in various fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this method, and explain how and why education researchers should use PEI. The key features of PEI are that a researcher or participant takes pictures about a research topic that are then used to elicit dialogue during an interview. The results of our review suggest that education scholars and school practitioners can use PEI methods to better understand school communities and the children, parents, and school staff who inhabit them. Utilizing this technique, the research community will be better positioned to speak on behalf of school stakeholders when contributing to policy discussions and when seeking solutions to improving schools.

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