Academic literature on the topic 'Valand art school'
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Journal articles on the topic "Valand art school"
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Bolshakova, Svetlana Evgenievna. "Valaam Monastery School of Painting." Secreta Artis, no. 4 (January 21, 2021): 41–72. http://dx.doi.org/10.51236/2618-7140-2020-3-4-41-72.
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The article is dedicated to the formation of Valaam’s own school of painting for monks and novices of the monastery. This process consisted of several stages connected to both the historical development of the monastery itself, as well as the expanding influence of the Russian Imperial Academy of Arts. The official establishment of the painting school, which trained artists according to academic methods, dates back to the late 19th – early 20th centuries. The entire preceding history of the monastery paved the way for the inauguration of the school. In particular, the monastery gathered a carefully selected collection of engravings and reproductions of famous religious paintings, art manuals, human anatomy atlases and picturesque copies of popular works of art. Construction of the new Transfiguration Cathedral, to be supposedly painted by monastery artists, provided the main impetus for the eventual opening of the school. Gifted Valaam monks Alipiy (Konstantinov) and Luka (Bogdanov), as well as a student of the Russian Academy of Arts, V. A. Bondarenko, taught at the monastery’s school. Among some of the most diligent students of the school were hegumen Gavrill (Gavrilov), the main proponent of its establishment and its trustee, along with monk Fotiy (Yablokov), the future head of the icon painting workshop. The school continued to operate until the monks of the Valaam Monastery were forced to flee to Finland as a result of hostilities that broke out in the archipelago during the Soviet-Finnish war of 1939–1940.
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Kiguolytė, Rugilė, and Gintautas Valickas. "SMURTO RODYMAS LIETUVOS TELEVIZIJOS LAIDOSE." Psichologija 37 (January 1, 2008): 57–70. http://dx.doi.org/10.15388/psichol.2008.0.2614.
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Šio darbo tikslas – įvertinti pagrindinių Lietuvos televizijos kanalų (TV3, LNK, LRT) rodomą smurtą. Duomenims rinkti buvo naudojamas skaitmeninių vaizdo diskų grotuvas, kuris tris kartus per dieną po 15 minučių įrašydavo atsitiktinai pasirinktas šių trijų televizijos kanalų laidų ištraukas. Visą tyrimo medžiagą sudarė 18 valandų įrašai. Smurto aktai buvo vertinami remiantis mūsų sudarytais kriterijais (atskirai vertinome fizinį, psichinį smurtą, smurto padarinius, ginklų ir kitų su smurtu susijusių daiktų rodymą ir pranešimus apie smurtą). Vertinant smurto aktus taip pat buvo pasitelkti du nepriklausomi žurnalistų etikos inspektoriaus tarnybos ekspertų grupės nariai. Gauti rezultatai parodė, kad vidutinis smurto rodymo dažnis LRT, LNK ir TV3 programose yra 10,8 smurto akto per valandą (TV3 – 16,3 smurto akto, LNK – 10 smurto aktų, LRT – 6 smurto aktai). Įvairiose televizijos laidose vyrauja fizinis smurtas, tiek fizinio, tiek psichinio smurto rodymas dažniausiai yra savitikslis, beveik 46 proc. visų smurto atvejų nebuvo rodoma jokių pastebimų smurto padarinių aukai, beveik 49 proc. – nebuvo pateikiama aiškaus smurto arba smurtautojo vertinimo. Taip pat nustatyta, kad daugiausia fizinio ir psichinio smurto aktų rodoma animacinių filmų metu. Pagrindiniai žodžiai: televizijos laidos, fizinis ir psichinis smurtas, smurto padariniai.Broadcasting of Violence on Lithuanian Television ProgramsRugilė Kiguolytė, Gintautas Valickas SummaryConstant demonstration of violence and aggressive models on television threatens to the safety of the society, as by this a young person’s knowledge of the world is perverted and the usage of aggressive behaviour is stimulated. The purpose of the present research was to identify the violence demonstrated on the main Lithuanian TV channels (LRT, LNK, TV3). For data collecting we were using a DVD player, which was programmed to record random 15-minute episodes three times per day on different TV channels on October and November in 2006 and on January, 2007. The total material contained 18 hours of recording. 194 occasions of violence captured were evaluated according to the criteria developed by the authors of this paper. It was looked at the type of the violence demonstrated, the complexion and purpose of the demonstration of the violence, the degree of its gravity and particularity, the final effects of the violence demonstrated, the presented evaluation of the violence and the frequency of violence acts in different channels and programs at different times of the day. Besides the authors of this paper, two independent members from the Board of Experts of the Office of the Inspector of Journalists Ethics were asked to evaluate the violence acts according to developed criteria. The results revealed that the average frequency of broadcasting violence on TV is 10.8 violence acts per hour. The highest frequency of broadcasting violence was on TV3 channel – it makes 16.3 violence acts per hour, while LRT channel had least rate of violence – 6 acts per hour (p ≤ 0.001). Most violence acts (38.1 percent) were recorded from 18.00 to 23.00 h, least (25.8 percent) – from 6.00 to 12.00 h (p ≤ 0.031). In this general complexion of all Lithuanian programs the most frequent is physical violence and both – physical and psychical – types of violence are shown only with a reason to call emotions and viewers attention to television. 46 percent of violent acts were demonstrated without any noticeable ravage to victim and 49 percent there were no clear evaluation of the violent act or aggressor itself. Contrarily, violent behavior was shown to bring positive after-effect to the aggressor. It was also noticed that the biggest number of physical and psychical violence acts occurs in cartoons, which is significantly different from the number of violence acts demonstrated in feature films (p ≤ 0.001) and during the announcements (p ≤ 0.024). As cartoons are aimed at the audience of children of the preschool age and early school age, the conclusion can be drawn that the youngest and the most sensitive group of habitants in our country is under the biggest threat of the violence broadcasted by the Lithuanian television programs. Key words: television broadcasting, physical and psychical violence, the effects of violence.">
Dissertations / Theses on the topic "Valand art school"
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Kylli, Johanna. "Alla vägar leder till Paris : Julia Beck och Maj Brings konstnärliga liv och bemötandet av den kvinnliga konsten under deras yrkesverksamma år." Thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-434767.
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This thesis is about two Swedish artists named Julia Beck (1852–1935) and Maj Bring (1880–1971). The idea was to see what kind of differences there were between these two Swedish female artists. They both studied at the Swedish Art academy and both had very successful careers, though they belong to different generations of artist. The first question to be answered, was is if you could see any similarities or differences in their education and career. The other question in this thesis was how the female art was perceived during the different art exhibitions which Julia Beck or Maj Bring participated in. Could you see if the art were perceived and judged differently due to, they being female artist? And could you see if there were any kind of resistance towards them as artists or towards their art and if so, how did it express itself? To answer that question the analysis is based on art exhibit reviews with a theory based on a gender perspective and of Linda Nochlins essay Why have there been no great women artists? This to help with looking after what kind of social barriers or resistance is visible in these art critics reviews. The results of the biographical comparison showed many similarities and some differences. Such as them both studying in Paris after their education in the Swedish Art academy and both frequently traveled back and forth to stay in France for as long as possible. Eventually Julia Beck moved to France and stayed there until her death. While Maj Bring lived her entire life in Sweden and started an art school in Stockholm and paused her artist career for a while. Meanwhile Julia Beck dedicated her entire life to her artistic career. In the results of the analysis, you could clearly see several kinds of resistance to both the female art and the female artists. They were very much treated differently than their male colleagues. For example, in Paris there were specific places where the female artists showed their art. The critique reviews often explained the female art with female qualities and said that female artist had specific characteristics that made them more qualified in specific areas that was thought women belonged too.
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Van, Rensburg Angelique Gene Janse. "Aspekte van deursoeking en beslaglegging in Suid Afrikaanse openbare skole : n Vergelykende studie." Thesis, 2010. http://hdl.handle.net/10500/3921.
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Afrikaans textThe Canadian and South African legal systems established equivalent constitutional values and principles pertaining to searches conducted with or without a valid search warrant. It creates the basis for a comparative study on this particular aspect. The Supreme Court of Canada held in R v A. M 2008 S.C.C 19 random sniffer dog searches conducted without neither a reasonable suspicion nor any legislative authority on learners enrolled in public schools, is unconstitutional due to its infringement of a learner's reasonable expectation to privacy, as protected in section 8 of the Canadian Charter of rights and Freedoms. South African learners are randomly search by law enforcement officers by using sniffer dogs for purposes of detecting the possession of illegal drugs in instances without neither a reasonable suspicion nor statutory authority. The search is subsequently conducted in terms of the common law. The common law is not regarded as law of general application to limit a fundamental right in terms of the limitation clause. By taking into consideration the ratio in R v A. M (supra) the conclusion is subsequently that random sniffer dog searches conducted on learners in South African public schools, without neither a reasonable suspicion nor statutory authority, is unconstitutional which infringes section 14 of the Constitution of South Africa of 1996.
Die basis vir hierdie studie is ontleen aan die ooreenstemmende vereistes en beginsels in die Kanadese en Suid Afrikaanse reg ten aansien van deursoekings met of sonder 'n wettige lasbrief uitgevoer. In die Kanadese beslissing van R v A.M 2008 SCC 19 is die grondwetlikheid van ewekansige deursoekings met behuip van snuffelhonde op leerders sonder statutere magtiging uitgevoer, deur die Supreme Court of Canada as ongrondwetlik bevind aangesien 'n leerder wel oor 'n redelike verwagting op privaatheid beskik. Indien leerders sonder 'n redelike vermoede en statutere magtiging met behuip van snuffelhonde deursoek word, geskied dit ingevolge die gemenereg en dit word nie beskou as 'n algemeen geldende reg om 'n fundamentele reg kragtens die beperkingsklousule te beperk nie. Met inagneming van die ratio in R v A.M (supra) kan daar dus tot die gevolgtrekking gekom word dat ewekansige deursoekings met behulp van snuffelhonde op Suid Afrikanse leerders in die afwesigheid van 'n redelike vermoede asook sonder statutere magtiging uitgevoer, tans ongrondwetlike optrede daarstel wat op artikel 14 van die Grondwet van 1996 inbreuk maak.
Law (College)
LL.M.
Books on the topic "Valand art school"
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Edling, Marta. Fri konst?: Bildkonstnärlig utbildning vid Konsthögskolan Valand, Konstfackskolan och Kungl. Konsthögskolan 1960-1995 = A free art? : Higher education in the fine arts in Sweden at the Valand School of Fine Arts, the University College of Arts, Craft and Design and the Royal University College of Fine Arts 1960-1995. Göteborg: Makadam förlag, 2011.
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Rury, John L. Creating the Suburban School Advantage. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748394.001.0001.
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This book explains how American suburban school districts gained a competitive edge over their urban counterparts. It focuses on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere. While big-city districts once were widely seen as superior and attracted families seeking the best educational opportunities for their children, suburban school systems grew rapidly in the post-World War II era as middle-class and more affluent families moved to those communities. At the same time, economically dislocated African Americans migrated from the South to center-city neighborhoods, testing the capacity of urban institutions. As demographic trends drove this urban–suburban divide, a suburban ethos of localism contributed to the socioeconomic exclusion that became a hallmark of outlying school systems. As the book demonstrates, struggles to achieve greater educational equity and desegregation in urban centers contributed to so-called white flight and what Senator Daniel Patrick Moynihan considered to be a crisis of urban education in 1965. Despite the often valiant efforts made to serve inner city children and bolster urban school districts, this exodus, the book argues, created a new metropolitan educational hierarchy—a mirror image of the urban-centric model that had prevailed before World War II. The stubborn perception that suburban schools are superior, based on test scores and budgets, has persisted into the twenty-first century and instantiates today's metropolitan landscape of social, economic, and educational inequality.
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Trevarthen, Colwyn, Jonathan Delafield-Butt, and Aline-Wendy Dunlop, eds. The Child's Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.001.0001.
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The Child’s Curriculum Group was created by former nursery school teachers concerned about reduction of local government support for the schools they had nurtured. They have a lifelong commitment to excellent provision for young children and their families and they urge recognition of the benefits to a child and their lifetime of learning when parents and nursery educators nourish companionship in discovery of meaning for work and play in early years. The child’s enthusiasm inspires development of a generous and valued ‘common sense’ in the community. The editors of our book are academics who investigate how the young child shares human vitality and learning. Aline-Wendy Dunlop, Emeritus Professor in Education at Strathclyde University, is Scottish Coordinator for the Pedagogies of Educational Transitions Project (POET), and Vice President of Early Education. She was head teacher at Westfield Court Nursery School in Edinburgh. Jonathan Delafield-Butt is Senior Lecturer in Child Development in Education at Strathclyde on the neuroscience and psychology of human movement and its growth in affectionate care for meaning-making. Colwyn Trevarthen, Emeritus Professor in Psychology in Edinburgh, and Vice President of Early Education, is a psychobiologist with 50 years’ experience in charting the development of communication from birth to symbolic communication by speech and writing. We invited experts in early education and care in different human worlds to share their experience of the strengths of children, and received wonderful contributions. We acknowledge the inspiration from the teachers who founded the Child’s Curriculum project in 2006, and who continue to guide its progress.
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Bocquet, Lydéric, David Quéré, Thomas A. Witten, and Leticia F. Cugliandolo, eds. Soft Interfaces. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198789352.001.0001.
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Many of the distinctive and useful phenomena of soft matter come from its interaction with interfaces. Examples are the peeling of a strip of adhesive tape or the coating of a surface or the curling of a fibre via capillary forces or the electrically driven ow along a microchannel, or the collapse of a porous sponge. These interfacial phenomena are distinct from the intrinsic behaviour of a soft material like a gel or a microemulsion. Yet many forms of interfacial phenomena can be understood via common principles valid for many forms of soft matter. Our goal in organizing this school was to give students a grasp of these common principles and their many ramifications and possibilities. The school comprised over fifty 90-minute lectures over four weeks in July 2013. Four four-lecture courses by Howard Stone, Michael Cates, David Nelson, and L. Mahadevan served as an anchor for the program. A number of shorter courses and seminars rounded out the school.This volume presents lecture notes prepared by the speakers and submitted for publication after the school. The lectures are grouped under two main themes: Hydrodynamics and interfaces, and Soft matter.
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Tanyu, Manolya. Practicing Community Psychology in a Large Nonprofit Research and Evaluation Organization. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0010.
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This chapter introduces the reader to work life in a large nonprofit research organization with respect to project-based work, teaming, organizational resources and challenges, as well as technical and soft skills that are valued in this type of environment. The chapter discusses how the concepts of diversity and theoretical perspectives of community psychology apply within such a setting and gives the reader an overview of how the content and tools acquired during training in community psychology are used within this setting. The chapter closes with suggestions for learning areas that can be strengthened while still in school or early on a career path in a large organization.
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Uma análise da percepção docente, gestora e familiar sobre a qualidade da educação básica em escolas públicas em defesa do modelo cívico-militar. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp07.2021.33.
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The objective of this study was to analyze the perception of teachers, managers and family members of the municipal and state education system in a city in the Metropolitan Region of Recife / PE regarding the quality of basic education, difficulties faced, student performance and the process of implementing the civic-military model in the the public school. 64 subjects participated in the study, which were subdivided into 13 managers, 30 teachers working in elementary and high school and 21 parents / guardians of a municipal school and a state school. The instruments used for data collection were 3 (three) electronic questionnaires developed in Google forms, containing objective and subjective questions, directed to managers, teachers and parents / guardians. Quantitative data were treated statistically by the PRISMA for Windows program - Version 4.03 and analyzed by the Chi-square test, with p <0.05, expressed in percentages, and the data referring to the qualitative evaluation were treated through analysis of content, with data represented qualitatively and expressed in a table. It was found in this study, from the perception of teachers, managers and parents about basic education, that the main problems faced are associated with the low interest of students in studies (69.2%; 76.7%, p= 0.032) and lack of adequate structure (50%, p= 0.038). Regarding the contribution of the civic-military model, the study pointed out the improvement of students' behavior in the family, school and social environment (71.4% p= 0.053), improving the quality of basic education with an emphasis on access, permanence and in learning (66.7% p= 0.036), makes the teacher feel valued (61.9% p= 0.042), contributes to preventing violence in the school environment and improving school performance (66.7% p= 0.024), contributes to the promotion of society's moral, civic and patriotic values (81.0 p= 0.031), and based on the current model (55%; 54.2% p= 0.005) of teachers and parents feel dissatisfied. We conclude that the civic-military model can contribute to reducing evasion, valuing the teacher, improving student behavior, improving the quality of basic education with an emphasis on access, permanence and learning and contributing to the promotion of society’s family, civic and patriotic end moral values.
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Stivachtis, Yannis A. International Society: Global/Regional Dimensions and Geographic Expansion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.244.
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To understand the global and regional dimensions of the contemporary international society, one must become familiar with the English School literature related to the historical expansion of the European society of states and its gradual transformation to the global international society of today. There is a distinction between an international system and an international society. English School scholars have accepted that this distinction is valid, but the boundary line between the two concepts is problematic. According to the English School literature, before and during the establishment of the European society of states, the world was divided into many regional international systems/societies—each with its own distinctive rules and institutions reflecting the dominant regional culture. The global international society of the early twentieth century was the result of the expansion of the European international society, which gradually brought other regional international systems/societies into contact with one another. However, World War I led to the destruction of the European society of states. Moreover, the emergence of a bipolar world in conjunction with the imperial Soviet policies during the Cold War led to the division of the global international system into two separate international societies. Nevertheless, with the end of the Cold War, a united global international society emerged. Within the confines of the global gesellschaft international society, one can find several gemeinschaft types of regional international societies—some of which are more developed than others.
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Balcerowicz, Piotr. Jayarāśi Against the Philosophers. Edited by Jonardon Ganeri. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199314621.013.21.
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Jayarāśi Bhaṭṭa (c.800–840), one of the most original Indian philosophers, a skeptic with a strong affiliation to the materialists, launches a devastating project against all philosophical schools: to demonstrate the existence of inherent flaws in any philosophical system one may construct. He does this by demonstrating systemic inconsistencies primarily involving the mutual dependence of our knowledge, on the one hand, and the means and categories, epistemic and ontological, we adopt in order to establish its validity and certitude, on the other. The upshot is that no consistent philosophical system is possible in which its fundamental premises can be proved by a valid, effective procedure. Perhaps the most significant outcome of Jayarāśi’s project is that all philosophical claims are necessarily made within a particular set of beliefs, or a particular closed system, the foundations of which are based on arbitrarily accepted criteria, definitions, and categories.
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Gottfredson, Michael, and Travis Hirschi. Modern Control Theory and the Limits of Criminal Justice. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190069797.001.0001.
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Modern Control Theory and the Limits of Criminal Justice updates and extends the authors’ classic general theory of crime (sometimes referred to as “self-control theory”). In Part I, contemporary evidence about the theory is summarized. Research from criminology, psychology, economics, education, and public health substantially supports the lifelong influence of self control as a significant cause of problem behaviors, including delinquency and crime, substance abuse, school problems, many forms of accidents, employment instability, and many poor health outcomes. Contemporary evidence is supportive of the theory’s focus on early socialization for creation of higher levels of self control and other dimensions of the theory, including the roles of self control, age and the generality or versatility of problem behaviors, as well as the connections between self control and later teen and adult problem behaviors. The book provides methodological assessments of research on the theory, contrasting the control theory perspective with other developmental perspectives in criminology. The role of opportunity, the relationship between self and social control theory, and the role of motivation are addressed. In Part II, control theory is taken to be a valid theory and is used to explore the role of criminal sanctions, especially policing and prisons, and policies about immigration, as methods to impact crime. Modern control theory provides an explanation for the general lack of effectiveness of formal, state sanctions on crime and instead provides substantial justification for prevention of delinquency and crime by a focus on childhood. The theory effectively demonstrates the limits of criminal sanctions and the connection between higher levels of self control and positive life-course outcomes.
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Grzywacz, Joseph G., Abdallah M. Badahdah, and d. Azza O. Abdelmoneium. Work Family Balance: Challenges, Experiences, and Implications for Families. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137952.
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A key objective of the study of work-family balance detailed in this report was to build an evidence base to inform policy creation or refinement targeting work-family balance and related implementation standards to ensure the protection and preservation of Qatari families. Two complementary projects were designed and implemented to achieve this key objective. The first project was a qualitative study involving in-depth interviews with 20 Qatari working adults (10 males and 10 females). The interviews were designed to learn the meaning of work-family balance among Qataris, identify the factors shaping work-family balance or the lack thereof, and collect firsthand detailed information on the use and value of policy-relevant work-family balance sup - ports for working Qataris. The second component was a survey designed to describe work-family balance among working Qatari adults, determine potential health and well-being consequences of poor work-family balance, and characterize Qataris’ use of and preferences for new work-family balance supports. The data from the qualitative interviews tell a very clear story of work-family balance among Qataris. Work-family balance is primarily viewed as working adults’ ability to meet responsibilities in both the work and family domains. Although work-fam - ily balance was valued and sought after, participants viewed work-family balance as an idyllic goal that is unattainable. Indeed, when individuals were asked about the last time they experienced balance, the most common response was “during my last vacation or extended holiday.” The challenge of achieving work-family balance was equally shared by males and females, although the challenge was heightened for females. Qataris recognized that “work” was essential to securing or providing a desirable family life; that is, work provided the financial wherewithal to obtain the features and comforts of contemporary family life in Qatar. However, the cost of this financial wherewithal was work hours and a psychological toll characterized as “long” and “exhausting” which left workers with insufficient time and energy for the family. Participants commented on the absolute necessity of paid maternity leave for work-family balance, and suggested it be expanded. Participants also discussed the importance of high-quality childcare, and the need for greater flexibility for attending to family responsibilities during the working day. Data from the quantitative national survey reinforce the results from the qualitative interviews. Work-family balance is a challenge for most working adults: if work-fam - ily balance were given scores like academic grades in school, the majority of both males and females would earn a "C" or lower (average, minimal pass or failure). As intimated in the qualitative data, working females’ work-family balance is statistically poorer than that of males. Poor work-family balance is associated with poorer physical and mental health, with particularly strong negative associations with depression. It appears the Human Resource Law of 2016 was effective in raising awareness of and access to paid maternity leave. However, a substantial minority of working Qataris lack access to work-family balance supports from their employer, and the supports that are provided by employers do not meet the expectations of the average Qatari worker.
Book chapters on the topic "Valand art school"
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Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.
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AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
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Bijlsma, Hannah. "The Quality of Student Perception Questionnaires: A Systematic Review." In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.
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AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
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Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development, 145–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.
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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
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Hatcher, Caroline S. "The Art of Acknowledgement." In Advances in Early Childhood and K-12 Education, 38–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2971-3.ch004.
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This chapter focuses on the power of acknowledging students and the author's experience with this in two separate school districts. The author focuses on how she forged relationships with three students by establishing a connection to their parents and working through the students' insecurities. Students need to feel valued and heard, and the author realizes the importance of this. By taking ownership for her own mistakes and taking the time to recognize her students, the author is able to see the value she adds to both their personal and home lives.
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Porter, Theodore M. "How Social Numbers Are Made Valid." In Trust in Numbers, 33–48. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691208411.003.0003.
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This chapter explains that, as with the methods of natural science, the quantitative technologies used to investigate social and economic life work best if the world they aim to describe can be remade in their image. Numbers alone never provide enough information to make detailed decisions about the operation of a company. Their highest purpose is to instill an ethic. Measures of profitability — measures of achievement in general — succeed to the degree they become “technologies of the soul.” They provide legitimacy for administrative actions, in large part because they provide standards against which people judge themselves. Grades in school, scores on standardized examinations, and the bottom line on an accounting sheet cannot work effectively unless their validity, or at least reasonableness, is accepted by the people whose accomplishments or worth they purport to measure. When it is, the measures succeed by giving direction to the very activities that are being measured. In this way, individuals are made governable; they display what Foucault called governmentality. Numbers create and can be compared with norms, which are among the gentlest and yet most pervasive forms of power in modern democracies.
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Boyaci, Adnan, Yakup Oz, and Emel Akay. "A Multilevel Analysis on the Contribution of Principal's Educational Leadership Skills on Student Achievement." In Advances in Educational Marketing, Administration, and Leadership, 97–119. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch006.
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In this study, the effect of school leadership on student achievement is examined based on the PISA 2015 data in the Turkish context, conducting a multilevel analysis. According to the results of the study, gender, economic, social, cultural status of the family, and grade repetition, school type, and the interaction of school type and grade repetition are directly associated with the students' science achievement, whereas leadership skills of school principals are not related. Several reasons for such an insignificant relationship between leadership skills and student achievement are discussed. The effect of culture on leadership orientations of different countries constitute the center of this discussion. In this regard, for Turkey and countries alike, where the self-protective leadership orientation is highly valued, instructional and professional development leadership skills of principals are recommended, considering schools are the professional learning communities to increase the contribution of principals' leadership skills on student outcomes.
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Hewitt, Kimberly Kappler, and Mark A. Rumley. "Specialized Educational Leadership for Rural Students Living in Poverty." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty, 425–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch020.
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To serve students living in rural poverty, school leaders must understand intimately the specific challenges that students face. Equally, leaders must embrace and leverage the funds of knowledge and assets that these students, their families, and their communities offer. While these challenges are complex, honoring and leveraging the strengths of rural communities in economic distress provide a pathway for leaders to transform schools into places where rurality is valued and students excel. The authors examine the context of rural students experiencing poverty, describe the characteristics of and challenges faced by rural school leaders, and identify responsive leadership practices. To conclude, the authors exhort policymakers, researchers, and state and district education leaders to cultivate rural school leaders as agents of change.
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Cernuda, Ramón. "The Cuban Avant-Garde and the International Art Community." In Picturing Cuba, 82–97. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9781683400905.003.0006.
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Art collector Ramón Cernuda discusses how Cuban art was consolidated during the first half of the twentieth century, especially after the emergence of two generations of modern artists that are now considered the core of the vanguardia (also known as the Havana School). Cernuda notes that the international art market increasingly valued the work of Cuban artists such as Amelia Peláez, Víctor Manuel García, René Portocarrero, and Wifredo Lam. These artists appeared in numerous individual and collective exhibitions in major museums and private galleries, as well as in specialized art magazines and books. As Cernuda underlines, Cuban vanguardia painters reached a broad audience with Alfred Barr Jr.’s 1944 exhibition, Modern Cuban Painters, at the Museum of Modern Art (MoMA) in New York City. Ironically, the wide success of Cuban artists abroad led Cuban collectors to pay attention to them.
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Di Tore, Stefano, Paola Aiello, Pio Alfredo Di Tore, and Maurizio Sibilio. "The Extended Body in the Teaching-Learning Process." In Educational Technology Use and Design for Improved Learning Opportunities, 261–68. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch014.
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This chapter focuses on the relationship between technology and education, starting from the consideration that the software design explicitly dedicated to the teaching-learning process is, for the most part, still anchored to a discreet information processing model. This model underestimates the role of the body and corporeality in the teaching and learning process and fails to capitalize on the potential offered by enactive interaction devices already present and widely used in schools and learning-dedicated centers. The opportunities offered by the NUIs in school contexts represent the natural consequence of an embodied and enactive approach to knowledge, valued in school contexts in which the skills of perception and the action are enhanced to foster learning.
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Enerstvedt, Regi Theodor. "Reflections on the Theory of Activity." In Contemporary Approaches to Activity Theory, 353–63. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch021.
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Activity theory is a “productive” resource for shedding light on the functioning of traditional and innovative activities. In discussing theoretical-methodological problems related to a valid theory of activity, the author puts forward the hypothesis that singular references to the Vygotskian school lead to an unproducive confinement of activity theory. First of all, there are problems concerning terminology and concepts. Second, there are issues related to the roots of the activity theory and the cultural-historical school. It is a common mistake in Western Europe and in the United States to regard cultural-historical psychology as the basis for critical psychology and to regard both schools as identical with activity theory. Embracing such a point of view is a mistake and a serious matter.
Conference papers on the topic "Valand art school"
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Cheng, Chun-Hung, and Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.
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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.
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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.
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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.
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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.
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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.
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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.
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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
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Khan, Rabia, Cliff Whitcomb, and Corina White. "Self-Efficacy Analysis of Student Learning in Systems Engineering." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67032.
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Systems engineering (SE) competencies are defined based on the knowledge, skills, and abilities (KSAs) necessary for a systems engineer to perform tasks related to the discipline. Proficient systems engineers are expected to be able to integrate, apply, and be assessed on these KSAs as they develop competencies through their education and training, professional development, and on-the-job experience. The research conducted by the Naval Postgraduate School assessed where SE graduate students stood as far as developing the necessary competency levels they need to be successful systems engineers. A survey methodology was used to achieve this objective. Systems engineering students enrolled in SE courses at the Naval Postgraduate School represented the population surveyed. Survey items were written with the intent to capture self-efficacy for knowledge and skill sets as a subset of the overall set of competencies required for systems engineering, namely within the SE competencies of Critical Thinking, Systems Engineering, Teamwork and Project Management. A total of four surveys were administered to two SE cohorts. Results show that self-efficacy in systems engineering can be reasonably assumed to be positively affected by a graduate level educational program. The implications of the research can be used to develop structured curriculum content, assessment, and continuous process improvement techniques related to the development of SE learning, and to develop more valid and reliable instruments for assessing what systems engineers need to learn, need to know, and need to do.
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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.
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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.
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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Seredenciuc, Nadia-Laura. "Certainty and Uncertainty in Education - A Contemporary Challenge for Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/31.
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This study is a reflection on educational reality based on certainty and uncertainty coordinates. Exploring the significance of the binomial reality, generated by the different degrees of certainty, perceived by the actors involved in teaching, the article proposes a few acting options, in order to develop an appropriate orientation of the teacher training process, in a contemporary society marked by the “certainty of uncertainty”. Embracing the unknown, coping with unfamiliar situations, reflecting constructively on one’s own mistakes, as part of a teacher daily activity, are generated by a genuine positioning towards uncertainty in education, raising it from the status of a problem to the hypostasis of an opportunity. Mapping uncertainty through resilience, building confidence in experiencing doubt, reshaping learning by daring to approach dilemmas and stepping out of inaction can be viewed as valid alternatives in developing a professional self in a changing environment. That claims a rethinking of teacher training in terms of developing abilities for sustaining appropriate responses and a proper understanding of the relationship between certainty and uncertainty in education, having the intention of building quality learning experiences. The concepts of choice and change are about to conquer the ideas of standards and stability in educational context as proofs of a renewed approach in order to delineate core drivers of human development in contemporaneity. That is why rethinking teacher training needs to focus on articulating the reflective practicing with experiencing a constant change, integrating the multiplicity of opportunities in a supportive learning environment for developing a global competence, in order to respond effectively to the contemporary challenges.
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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.
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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
Reports on the topic "Valand art school"
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.
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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.