Relevant bibliographies by topics / Co-educational schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Co-educational schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Co-educational schools"

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Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.

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Baru, Peter Muriuki, Lucy Ndegwa, Johannes Njagi Njoka, and Zakaria Mbugua. "Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 675–83. http://dx.doi.org/10.33258/birle.v3i2.896.

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The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectional survey research design. The Krejecie & Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done during normal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded that there is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learning outcomes.
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V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

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The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.
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Stawniak, Henryk. "Prawa i obowiązki rodziców w kontekście zadań szkoły." Prawo Kanoniczne 50, no. 3-4 (December 20, 2007): 31–49. http://dx.doi.org/10.21697/pk.2007.50.3-4.01.

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The article analyzes educational rights and obligations of parents which are realized through schools, including denominational schools and especially Catholic schools. It shows school’s tasks and possibility of joining parents into the triad of teaching, educating and evangelizing. The essay stresses these elements of school structure in which parents can participate and influence the way that schools are running. It answers the question about the mutual relationship between school administration and parents. Should we go in the direction of vivid dialog between parents and school or go further-parents should co-run schools.
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Hussain, Safdar. "A Comparison of Students’ Academic Achievement in English in Single-Sex and Co-Educational Schools." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 645–55. http://dx.doi.org/10.47067/reads.v6i2.230.

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In this ex post facto research, the difference in students’ academic achievement in English has been examined in single-sex and co-educational schools on the bases of data obtained from 576 students from 03 boys’ only, 04 girls’ only, and 07 co-educational secondary schools from Multan. Students’ score in achievement test and gain in grades obtained in the subject of English from 2001 to 2005 were analysed using t-test of independent samples against grouping variable type of school students attended. Statistical control was also applied in the analyses of co-variance over confounding variables associated with students’ family and school. Both boys and girls from single-sex schools obtained better score in achievement test and gained better grades than students from co-educational schools and this difference remained statistically significant even after applying statistical control.
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Ciasullo, Maria Vincenza, Rosalba Manna, and Rocco Palumbo. "Developing a taxonomy of citizen science projects in primary school." TQM Journal 31, no. 6 (November 29, 2019): 948–67. http://dx.doi.org/10.1108/tqm-03-2019-0083.

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Purpose Educational institutions are facing a growing number of challenges, which impair their ability to provide high quality and effective educational services. The involvement of pupils in co-creating learning experiences is a fundamental ingredient of the recipe for increased educational quality. Inter alia, the implementation of citizen science initiatives at schools allows pupils to be active co-producers of educational services. The purpose of this paper to shed light on the attributes of citizen science projects targeted at pupils (aged between six and ten) attending primary schools, in order to identify their potential implications in terms of educational services’ quality improvement. Design/methodology/approach Secondary data were collected from the Scistarter® web platform. Projects addressed to primary schools and provided with specific classroom materials were taken into consideration (n=65). A qualitative, comparative and bird’s eye analysis was performed: first, looking at the role and the tasks assigned to pupils, the projects were grouped in four categories; second, the potential implications of citizen science on educational services’ quality were investigated. Findings Citizen science at school paves the way for pupils’ empowerment and for their direct involvement in the co-production of educational services. Moreover, it enhances the relationship between teachers and pupils, engaging them in a co-creating partnership intended at addressing real scientific issues at school. However, citizen science is still poorly integrated into conventional educational curricula in primary schools. Practical implications From a management point of view, citizen science is thought to contribute to the improvement of educational services’ quality, stimulating pupils to partner with their peers and with teachers for the purpose of knowledge co-production; in addition, it allows for the enrichment of educational activities in primary schools. From a policy perspective, citizen science at school harmonizes with the democratization of scientific knowledge. Originality/value This is one of the first research papers to demonstrate the potential implications of citizen science on educational services’ quality and effectiveness in primary schools.
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Narwana, Kamlesh, and Sharmila Rathee. "Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux." Indian Journal of Gender Studies 26, no. 3 (October 2019): 288–308. http://dx.doi.org/10.1177/0971521519861161.

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Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.
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Gaydos, Matthew. "Co-designing Educational Games for Classrooms." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 54–63. http://dx.doi.org/10.14434/ijdl.v12i1.31266.

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Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.
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HOLLOWELL, CLARE. "Enforcing Performance: Disciplining Girls in British Co-educational Boarding School Stories, 1928–58." International Research in Children's Literature 1, no. 2 (December 2008): 125–38. http://dx.doi.org/10.3366/ircl.2008.0002.

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This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.
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Colley, Ann, Chris Comber, and David J. Hargreaves. "School Subject Preferences of Pupils in Single Sex and Co‐educational Secondary Schools." Educational Studies 20, no. 3 (January 1994): 379–85. http://dx.doi.org/10.1080/0305569940200306.

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Dissertations / Theses on the topic "Co-educational schools"

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Meuller, Fiona J., and n/a. "Teachers' attitudes towards single-sex and co-educational schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061110.100834.

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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.

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White, Mathew A. "An Australian co-educational boarding school as a crucible for life : a humanistic sociological study of students' attitudes from their own memoirs /." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37957.

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The aims of this study were to define an Australian boarding school, provide a summary of international and Australian boarding school literature, and complete a small-scale qualitative investigation of students' views in a co-educational boarding school. At first glance, it appeared that contemporary Australian boarding schools were a reproduction of the influential public boys' schools of Great Britain. Although there have been a number of histories of Australian independent schools, the boarding element has often been portrayed as Dickensian and remains an overlooked area of educational research. In particular, the literature available about Australian residential schooling over the past 20 years has been limited to a handful of significant studies by Cree and Trimingham Jack. In this study 45 Australian and overseas students were asked to write memoirs of 4-5,000 words about their boarding experience emphasising their thoughts, feelings and aspirations. The limitation was that all respondents were full-time boarders for at least one year when the questionnaire-survey was completed. The memoir-based humanistic approach of the Polish- American sociologist Florian Znaniecki, as developed for the analysis of personal and group social systems in the culturally diverse context of Australia by J. J. Smolicz, was employed to interpret the memoir data. The memoir method has been well documented in Australia, as a means of collecting and analysing concrete and cultural facts, mainly in relation to the study of minority ethnic groups and their cultural actions. The humanistic approach emphasized that the researcher must accept cultural phenomena from the viewpoint of its participants and not from that of an outside observer. In the present study, this approach permitted the researcher to understand the experiences and attitudes of individual students towards an Australian co-educational boarding education through their own eyes. The memoirs analysed were generated from 26 concrete questions, which revealed place-of-birth, ethnic identity, and languages spoken at home. This provided the researcher with verifiable information about the everyday lives of the respondents. The second half of the memoirs required response to 23 questions - these yielded cultural data. These questions required students to reflect on their situation, attitudes and experiences of boarding as a system of education. This information could only have been provided by the participants themselves and gave the researcher direct access to the memoir writers' individual and group consciousness. The study discovered that a number of the students were in the process of re-evaluating and re-interpreting the advantages and disadvantages of boarding school as a social system transmitted to them by parents, friends, family, and teachers. The respondent's personal statements revealed that the relationships among students and among students and staff in the boarding House tended to be primary in nature, in that they were personal, informal, and involved the entire human personality. From these data, it appeared that the success of a boarding school was determined by the personal atmosphere, support, and comfort of the boarding House. Consideration of the empirical data found that 43 of the 45 respondents' memoirs believed that their overall experiences at the research boarding school were positive. Negative observations stressed the pressures of homesickness, tedium of school life and a lack of freedom thereby supporting Goffman's view of a "total institution". The majority of students' memoirs were ambivalent towards religion at the research school. Nevertheless, 11 stressed its significant implication in their day-to-day lives. The memoirs suggested that an education at the research boarding school was a crucible that forged students through a variety of experiences, positive and negative, individual and collective, for life. Overall, the memoirs support the observation that boarding school acts as a social system for the acceptance of new cultural values, such as the cultural diversity respondents' experienced in their lives at boarding school. The study revealed an attitudinal shift in the group that welcomed the cultural pluralism of the school and recognised the cultural monism of the home. These memoirs revealed that boarding school was a significant factor in fostering independence and embracing cultural diversity as experienced in the crucible of the boarding school. These findings challenged the popular maxim that an Australian residential education was an anachronistic, inflexible, colonial-British model and suggested that it has the potential to act as a system of education that prepares its students for the challenges of life.
Thesis (Ph.D.)--School of Education, 2004.
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Khamis, Anil. "The varied impacts of the Institute for Educational Development in its co-operating schools." Thesis, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325620.

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Gibson, Suanne. "Middle management and the Special Educational Needs Co-ordinator (SENCO) : a study of management in practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368155.

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Griffiths, Eve. "'The best of both worlds' or 'a compromise policy'? : co-location as a form of educational placement for pupils with special educational needs." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5232/.

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Co-location involves the physical placement of two schools onto one site. By some it is seen as a ‘compromise policy’ which prevents inclusion, whilst other authors argue that it offers ‘the best of both worlds’ in allowing pupils with special needs to access both mainstream and special school environments. The teacher-research presented here focused on the co-location of a special school with a mainstream secondary school. It used formal interviews and questionnaires to explore the attitudes of staff and parents towards the co-location and a ‘mosaic’ (Clark and Moss, 2001, p.1) of child-friendly methods to access the opinions of pupils from both schools. The research also included case studies of two co-located special schools which further explored the concept of co-location and considered the relationship of co-location to broader literature relating to the educational placement and inclusion of children with special needs. The research discovered that participants from the mainstream school were generally less concerned about the co-location than the special school participants. Participants from the special school were concerned about bullying, inequality and educational failure as a result of the co-location. Participants from all groups spoke with enthusiasm about the potential of the co-location to deconstruct prejudices and offer staff and pupils opportunities to learn together. The research concludes that co-located schools can be ‘autonomous’ and joined only by their physical placement on the same site, or that the schools can become ‘collaborative’ and work together to offer a unique inclusive learning environment.
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Scott, Mary Steele. "Gender differences in the self-esteem and body image of adolescents at co-educational and single-sex schools /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss428.pdf.

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Naluwemba, Frances. "The Role of Perceptions of Female Administrators Regarding the Gender Regimes in Urban Co-educational Secondary Schools in Uganda." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1368.

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Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.

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Iyer, Padmini. "Risk, rakhi and romance : learning about gender and sexuality in Delhi schools : young people's experiences in three co-educational, English-medium secondary schools in New Delhi, India." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59533/.

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Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.
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Books on the topic "Co-educational schools"

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Burnett, J. F. Independent schools yearbook 1989: Boys' schools, co-educational schools and preparatory schools. London: A & C Black, 1989.

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Independent schools yearbook 2003-2004: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: A. & C. Black, 2003.

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O'Malley, Gráinne M. Educational provision for pupils with special needs in primary schools in Co. Offaly. Dublin: University College Dublin, 1998.

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Bisset, Sharon. Gender and physical education: an investigation into co-educational initiatives within two secondary schools. Uxbridge: Brunel University, 1994.

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Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 1985.

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Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.
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Barton, Amanda J. Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools. [s.l.]: typescript, 1999.

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Gault, Francis. Bullying: a case study in a co-educational grammar school. [S.l: The author], 1994.

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Book chapters on the topic "Co-educational schools"

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Oude Groote Beverborg, Arnoud, Tobias Feldhoff, Katharina Maag Merki, and Falk Radisch. "Introduction." In Accountability and Educational Improvement, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_1.

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AbstractSchools are continuously confronted with various forms of change, including changes in students’ demographics, large-scale educational reforms, and accountability policies aimed at improving the quality of education. On the part of the schools, this requires sustained adaptation to, and co-development with, such changes to maintain or improve educational quality. As schools are multilevel, complex, and dynamic organizations, many conditions, factors, actors, and practices, as well as the (loosely coupled) interplay between them, can be involved therein (e.g. professional learning communities, accountability systems, leadership, instruction, stakeholders, etc.). School improvement can thus be understood through theories that are based on knowledge of systematic mechanisms that lead to effective schooling in combination with knowledge of context and path dependencies in individual school improvement journeys. Moreover, because theory-building, measuring, and analysing co-develop, fully understanding the school improvement process requires basic knowledge of the latest methodological and analytical developments and corresponding conceptualizations, as well as a continuous discourse on the link between theory and methodology. The complexity places high demands on the designs and methodologies from those who are tasked with empirically assessing and fostering improvements (e.g. educational researchers, quality care departments, and educational inspectorates).
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Younger, Mike. "Single-sex teaching in co-educational schools: A panacea for raising achievement?" In Jungen – Pädagogik, 77–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-94290-2_6.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.
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Roy, Emilie. "Arab Money in Malian Islamic Schools: Co-optation of Networks, Domestication of Educational Sectors, and Standardization of Knowledge." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, 85–107. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_6.

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Sandu, Petru, Valentina Tudisca, and Adriana Valente. "Lessons Learned from Educational Methodologies Using Art and Science." In Co-creating in Schools Through Art and Science, 71–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72690-4_8.

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Ayan Ceyhan, Müge. "Co-creating Transnational Spaces for Multilingual Practices in Turkey’s State-run Monolingual Educational System: Sabiha Necipoğlu School Ethnography." In Bildung in transnationalen Räumen, 149–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09642-7_9.

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity, 145–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.
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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers, and Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research." In Accountability and Educational Improvement, 219–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.
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Li, Ziru, Yanqing Wang, Yangyang Han, Ligeng Guo, and Yundi Zhang. "Institute-Industry Co-operation: A Comparison of Two Educational Modes of School of Software and Higher Vocational Education in China." In Advances in Intelligent and Soft Computing, 123–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_18.

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"The complex cultures of co-educational schools: Diversity, silence and hegemony." In Equality and Power in Schools, 126–37. Routledge, 2004. http://dx.doi.org/10.4324/9780203018620-16.

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Conference papers on the topic "Co-educational schools"

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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.

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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Mastrantoni, Claudia, and Martina Mazzarello. "Vegetable gardens for educational purposes: a specific toolkit for didactic contexts." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8194.

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The paper reports on how urban agriculture, as a sharing system, is becoming a way to increase aggregation, grouping, relationships in a local context, which could turn into an educational and emotional resource within the urban context. This paper will examine the design of community gardens within semi-public spaces in didactic context (schools, associations, learning spaces). One of the research objectives is to improve the quality of urban landscapes by answering citizens’ need for social interaction and fostering the role that community plays in it. Through co-design sessions with different communities related to specific schools, the design output aims at the creation of a systemic space made by a vegetable garden and his convivial spaces. This would strengthen internal local connections, and trigger positivity and better learning performances among users. The expected result is a set of design tools and guidelines that allow these realities to deal with the creation of vegetable gardens by defining the layouts, the functions and the experiences.
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Pietrafesa, Emma, Rosina Bentivenga, and Sara Stabile. "Emerging technologies for learning in occupational safety and health: the experience of the videogame “Becoming safe”." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12936.

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In the paths for transversal skills and orientation (PCTO), italian students are considered like workers and therefore they must receive adequate information and training on occupational safety and health (OSH). These methods allow the students not to be excluded from the preventive measures of the health and safety at work by directing them towards self-protection.Today, this process can be supported through the use of digital tools such as videogames. The study describes a participative research and co-design work in 7 Italian high schools of agricultural, construction and manufacturing sectors, in order to co-create an educational tool (videogame) to promote OSH during the PCTO. The format could be a support for training and usable both in the classroom and in internship, according to the indications for the serious game’s design.The study applied qualitative and quantitative methods: survey (277 students), word cafés/focus groups (50 students), 10 semi-structured interviews and 3 WhatsApp groups (12 students) to facilitate the participation and the engagement of teachers, students and OSH experts. Learning by playing has always been an activity, technologies today make it easy and funny, while gaming can offer cognitive and operational elements suitable for recognizing and therefore preventing the occupational risks.
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Boszczowski, Eduardo Bomfim, Carlos Renato Aragonez de Vasconcellos, Kleber Vini´cius da Cruz, Ozias Pereira Filho, and Sarah Marcela C. Cartagena. "Best Practices for Third Party Pipeline Damage Risk Management With Social and Environment Responsibility: Transpetro—Petrobras Transporte S.A." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64595.

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The present paper describes the tasks developed along 550 kilometers of PETROBRAS TRANSPORTE South Region right-of-way where there are more than 1000 kilometers of onshore pipelines. This work was based on the company Integrity Management Program, with focus on risk reduction due to third party damage, promoting social accountability and environment preservation. On the Introduction there are presented pipeline failures stats in USA and Europe. It’s visible in the stats that third party damage is one of the most common pipeline failures responsibleness. In the next topics we list the mitigation methods based on the Integrity Management Program that involves risk analysis; inspection plans based on risk; plan check and program audits. On the Detailed Plan we present standards and normal requirement for pipeline integrity; the Company GIS — Geographic Information System — where you find the pipeline data with its position and depth from ground level; the action plan to correct anomalies found during inspections; and the awareness programs performed through the Communication System to answer the solicitations registered at TRANSPETRO Call Center. We also present the social and environment Responsibility Program that includes the Identification of the communities around our right-of-way, the social and environment classification and the projects development to guaranty the installation integrity that contribute to the communities quality life raise. The Communication Plan for the stakeholders is based on API 1162 – Public Awareness Programs for Pipeline Operators. This plan is accomplished by a team of different professionals such as communication and social service professionals and others. They visit Public Officials (City Hall, Civil Defense, Fire Department, Road Police and Public Services Providers), Excavators, land owners and communities with the objective to guide and publicize safe and co-responsible manners to pipeline installations. It’s remarkable the creation of especial projects in the communities along the right-of-way, such as Communitarian vegetable fields, mobile movie theaters and educational effort in high schools. We also present the results from the Integrity Program to prevent third party damage, the improvement promoted and the recommendations to make it better. At the end we present the costs involved in all actions to prevent third party damage by Brazil South Region Pipeline Operator.
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Charosky, Guido, Lotta Hassi, Luciana Leveratto, Kyriaki Papageorgiou, Juan Ramos, and Ramon Bragos. "Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8150.

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Innovation education involves a different approach both for professors and students. It requires understanding people, technology and business to develop truly innovative solutions that can succeed in the market. The aim of this paper is to analyze the benefits, learning outcomes and self-learning perception about innovation from students participating in an innovative learning experience co-developed by an Electrical Engineering School, a Business School and a Design Institute. Challenge Based Innovation (CBI) is a program created by CERN to host educational projects where multidisciplinary teams of students tackle innovation challenges. The objective is to design solutions to social problems through Design Thinking. It was observed that engineering students, after this learning experience increase their understanding of user’s needs and the relevance of focusing on them when approaching innovation challenges. Also, they improve their ability to ideate break-through solutions thanks to a better understanding of the relationship between people, business and technology due to their in-depth interaction with management and design students. Furthermore, their self-confidence is significantly increased along with their entrepreneurial skills. The level of engineering student’s understating of innovation as a whole is higher with this approach compared to standard design-build projects performed at the Engineering Schools.Keywords: Design Thinking, Innovation, Challenge Based Education, Multidisciplinary projects
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Badilla Quintana, María Graciela, Ignacio Salamanca Garay, Laura Jiménez Pérez, Marcelo Careaga Butter, and Carolina Fuentes Henríquez. "EXPLORING HOW PRE-SERVICE TEACHERS’ PERCEIVING COLLABORATIVE WORK BASED ON AN EXPERIENCE OF EDUCATIONAL CO-WORKING BETWEEN UNIVERSITY AND SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1227.

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Chiou, Richard, Michael Mauk, William Danley, Robin Kizirian, Yueh-Ting Yang, and Yongjin Kwon. "Innovative Engineering Technology Curriculum Integrated With Web-Based Technology in Robotics, Mechatronics, and E-Quality." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12716.

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This paper discusses the integration of an innovative engineering technology curriculum with Web-based technology in robotics, mechatronics, and E-quality at Drexel University. The School of Technology and Professional Studies in the Goodwin College has offered a co-op-based Applied Engineering Technology (AET) major since 2002. The program comprises three concentrations in Electrical, Mechanical, and Industrial Engineering Technology and provides an integrated educational experience directed toward developing the ability to apply the knowledge gained in college to the solution of practical problems in engineering technology fields. The majority of courses are fully integrated with training and laboratory experience to provide students with a strong foundation of engineering practices and to stimulate students’ interests by using a problem solving approach in state-of-the-art laboratories. Key efforts in the development process include creation of the Network-based laboratories that can significantly contribute to the development of new courses integrated with the Internet-based technology in robotics, automation, and E-quality. Development of Web-based technology laboratories and capstone courses such as Robotics and Mechatronics, Engineering Quality Methods, Thermodynamics, and Manufacturing Information Management are described in this paper.
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