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Статті в журналах з теми "Relationships to school":
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Lasater, Kara. "School Leader Relationships." Journal of School Administration Research and Development 1, no. 2 (December 10, 2016): 19–26. http://dx.doi.org/10.32674/jsard.v1i2.1915.
An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.
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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.
Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.
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Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.
This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.
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McLaughlin, Colleen, and Barbie Clarke. "Relational matters: A review of the impact of school experience on mental health in early adolescence." Educational and Child Psychology 27, no. 1 (2010): 91–103. http://dx.doi.org/10.53841/bpsecp.2010.27.1.91.
The review of this area posited the notion of ‘the supportive school’ as important and one key element, the notion of school connectedness. Within that the role of relationships is identified as significant. This paper explores the part played by relationships in schools. The paper draws on a review of 133 papers published mainly in the last 15 years. Relationships between teachers and pupils and pupils’ peer relationships are identified as the key ones. The main ways in which school-based relationships impact upon mental health are explored. First, in terms of the relationship to academic outcomes; second, the relationship between social support, feelings of emotional well-being or distress, and teacher-pupil relationships; and finally the relationship between school connectedness and mental health outcomes. The authors argue for greater attention to be paid to the interconnections between the relationships with young people and their emotional and academic well-being. The paper concludes with the implications for schools and teachers of these findings and an argument for an acknowledgement of the importance of the social goals of education.
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O'BRIEN, FRANK J. "Court - School Relationships." Juvenile Court Judges Journal 7, no. 1 (March 18, 2009): 9–18. http://dx.doi.org/10.1111/j.1755-6988.1956.tb01732.x.
Jewell, Robert W. "School and School District Size Relationships." Education and Urban Society 21, no. 2 (February 1989): 140–53. http://dx.doi.org/10.1177/0013124589021002003.
A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems.
Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons).
Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.
Watson, Tammy. "Parent, Teacher, and Administrator Perceptions of School Community Relationships." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3615.
The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias.
The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.
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Ng, Shun Wing Nat. "The process of development of home-school relationships in three primary schools in Hong Kong." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248160.
Dutt, Indira. "Rethinking Schools : school design and students' relationships with the natural world." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/30979.
This thesis asks how are intermediate students’ relationships with the natural world mediated by the design of their school building? This question is explored by looking at students’ responses to two design features of their school building: the relationship of the school building to the school site and indoor/outdoor interfaces. In addition, students’ ideas about hypothetical school buildings that foster a relationship with nature were also investigated. The fieldwork for this project was conducted in the spring of 2009 at Bowen Island Community School, which is part of the West Vancouver School District, and located on Bowen Island, B.C. Data was collected from two focus groups using arts based inquiry as well as five semi-structured interviews, photographs and fieldnotes. Using thematic analysis, the research found that nearby nature and the presence of indoor/outdoor interfaces provided students with a sense of freedom, joy, social cohesiveness and aesthetic pleasure. In addition participants had valuable design ideas for creating a strong connection between students and the natural world at school. Results are discussed in terms of future school design and student impact.
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Savidge, Elizabeth Ann. "The importance of relationships in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5925.
Thesis (Ed. D.)--University of Missouri-Columbia, 2007. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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Aghazadian, Megan Alicia. "Willing to go the distance relationships between school characteristics and school choice in DC public schools /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/455328804/viewonline.
Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.
Flores, Rodríguez Griselda. "Exploring dialectic tensions in teachers' relationships in school settings." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.
Williamson, Edward A. "Relationships among school size, self-esteem, and achievement in Missouri high schools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904873.
Harris, Alison Marie. "School-community relationships, a Namibian case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29007.pdf.
Waterhouse, Alison. Positive Relationships in School. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429428081.
Administrators, American Association of School. Roles and relationships: School boards and superintendents. Arlington, Va. (1801 N. Moore St., Arlington 22209): American Association of School Administrators, 1994.
Joint AASA-NSBA Committee. Roles and relationships: School boards and superintendents. Arlington, Va: American Association of School Administrators, 1994.
Slee, Phillip T., and Grace Skrzypiec. "Student’s School Relationships." In Well-Being, Positive Peer Relations and Bullying in School Settings, 69–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43039-3_4.
Price, Heather E. "School Principal-Staff Relationship Effects on School Climate." In Interpersonal Relationships in Education, 103–18. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_7.
Lori. "Navigating School Transitions." In Navigating Special Education Relationships, 81–87. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032634357-15.
Smith, Barbara. "Building Relationships." In A Charter School Principal’s Story, 47–49. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_12.
Newman, Daniel S., and Sylvia A. Rosenfield. "Consultation Relationships." In Building Competence in School Consultation, 45–59. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032622330-3.
Simon, Dennis J., and Mark E. Swerdlik. "Processing Supervisory Relationships." In Supervision in School Psychology, 66–76. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-6.
Sedgewick, Felicity, and Sarah Douglas. "Big school." In Understanding Autistic Relationships Across the Lifespan, 55–82. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003044536-4.
Waterhouse, Alison. "Communication." In Positive Relationships in School, 1–35. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429428081-1.
Waterhouse, Alison. "Respecting yourself and others." In Positive Relationships in School, 37–68. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429428081-2.
Тези доповідей конференцій з теми "Relationships to school":
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Alvarez, Adriana. "Relationships de Confianza: Trust and Distrust in Latinx Family-School Relationships." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686858.
Bors, Andra-Ramona. "Family-school partnership practices." In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx4348.
Our study focuses on means of showing the impact of effective family-school communication relationships through partnership agreements as crucial factors of parental educational involvement, having a positive print on the entire schooling process. Unlike in other countries, in Romania and The Republic of Moldova there is little research on the interinstitutional communication between families and schools, so we searched at a global scale. The article describes the findings of an exploratory research that involved different school-family organisational communication types and partnership practices striving to find the most efficient communication channels and the main encountered problems, which are more acute in middle and high school. We outline the ways in which family school involvement is patterned and we propose next steps for research, focusing on the importance of this relationship, the context in which mutual involvement takes place, and possibilities of enhancing involvement in diverse situations.
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Perales Franco, Cristina. "School-Community Relationships and Convivencia in Mexico." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439595.
ALKINANI, Qasim. "SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-4.
The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objectives of the research are to identify the nature of the school environment in primary schools and to identify the level of psychological security of pupils from the teachers' point of view. The current research is based on the descriptive approach (associative studies). The research community consisted of primary school teachers in the governorate of Baghdad, and in order to achieve the objectives of the research, the research sample was chosen by the random stratified method according to the scientific ratios, and the research came out with a set of results and conclusions, including that the nature of the school environment is not convincing and completely inappropriate for the development of pupils' abilities, and the level of psychological security Among the students, it was average due to the influence of several factors inside and outside the school domain that affect the students, directly and indirectly.
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Saltmarsh, Jason. "Capitalizing on Family-School Relationships for School Choice Assistance? An Exploratory Study." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685031.
Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.
Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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R. Richards, K. Andrew. "Adapted Physical Educators Navigating Relationships With School Administrators." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004860.
Butnaru, Simona. "PEERS RELATIONSHIPS AND SCHOOL ADJUSTMENT IN PRIMARY SCHOOL STUDENTS: ETHNIC AND GENDER DIFFERENCES." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.031.
Surikova, Svetlana, and Manuel Joaquín Fernández González. "Theoretical Insights and Parents’ Views about Family-School Collaboration for Character Education in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.64.
This article presents a mixed-method study aimed at identifying preconditions of effective family-school partnerships for implementing character education at school. The research questions were: ‘What do parents think about the existence and quality of family-school collaboration for character education in Latvian schools? Which are the most/least common family-school relationship models and strategies for promoting effective family-school partnerships to implement character education at school in Latvia?’ The theoretical background of the study provided a brief overview of existing theoretical (conceptual and processual) models of family-school relationships and parental involvement, and identified different strategies facilitating parental involvement and family-school collaboration in meaningful and effective ways. Parents’ viewpoints (N = 461) were collected in 2019-2020 from all five regions of Latvia through an online questionnaire containing closed and open questions. Most parents believed that collaboration with the school for character education was good and fairly regular. The most commonly used family-school relationship model for character education was the curriculum enrichment model, where teachers and parents enhance mutual communication for improving the curriculum and providing a more family-friendly school climate. The least common model was the protective model, where parents are perceived as non-partners and outsiders. Improving two-sided family-school communication was instrumental for promoting effective partnerships.
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Kang, Donghyun. "Gender Differences in Teacher-Student Relationships and School Engagement." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886343.
Schau, C., N. Mattern, R. Weber, and K. Minnick. Assessing middle school students` understanding of science relationships and processes. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/420384.
Klevan, Sarah. Building a Positive School Climate Through Restorative Practices. Learning Policy Institute, October 2021. http://dx.doi.org/10.54300/178.861.
Widespread efforts to curb exclusionary and discriminatory discipline in schools have led to a growing focus on restorative approaches, a set of practices aimed at building strong in-school relationships and attachments, rather than pushing students out. This brief reviews research illustrating the benefits of these practices for student behavior, achievement, and attainment, and it elevates key lessons about what is needed to successfully implement restorative practices in schools.
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Lappin, Raymond. An exploratory study of the effects of parenting relationships on children's school adjustment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1779.
Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.
This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Fletcher, Jason, Stephen Ross, and Yuxiu Zhang. The Consequences of Friendships: Evidence on the Effect of Social Relationships in School on Academic Achievement. Cambridge, MA: National Bureau of Economic Research, July 2013. http://dx.doi.org/10.3386/w19215.
Schau, C., N. Mattern, R. Weber, and K. Minnick. Assessing middle school students` understanding of science relationships and processes: Year 2 - instrument validation. Final report. Office of Scientific and Technical Information (OSTI), January 1997. http://dx.doi.org/10.2172/426972.
Wang, Lijing, and Lijuan Wang. Relationships between motor skills and academic achievement in school-aged children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0043.
Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, May 2023. http://dx.doi.org/10.54300/169.703.
Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
