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Open Access
Article
Publication date: 11 June 2019

Taylor N. Allbright, Julie A. Marsh, Kate E. Kennedy, Heather J. Hough and Susan McKibben

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’…

13949

Abstract

Purpose

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Design/methodology/approach

Case study methods, including interviews, observations and document analysis, were employed.

Findings

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

Originality/value

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 7 June 2021

Fiona Spotswood, Gareth Wiltshire, Sara Spear and Angela Makris

This paper aims to explore four disruptions that practice theory makes to traditional social marketing approaches to school physical activity (PA) intervention.

1625

Abstract

Purpose

This paper aims to explore four disruptions that practice theory makes to traditional social marketing approaches to school physical activity (PA) intervention.

Design/methodology/approach

The paper draws on existing literature from sustainable consumption, sociology of health and illness and the authors’ experiences working with primary schools in the UK to plan and execute social marketing approaches to PA, targeting interconnected social practices from which PA emerges or fails to emerge. The paper explores a practice-oriented theoretical framing, engaging with calls from interdisciplinary areas for PA interventions to shape the PA emerging from a school’s everyday routines, rather than promote PA participation at an individual level.

Findings

The paper argues first that a practice perspective would focus on situation research rather than audience research, with practices rather than people as the focus. Second, the purpose of practice-oriented social marketing would be to achieve transitions in practices rather than behaviour change. Third, the planning and management approach of practice-oriented social marketing would account for unintended consequences and complex interconnections between practices. Finally, an evolved evaluation approach to practice-oriented social marketing would take a longer term approach to understand how cultural transitions are emerging.

Originality/value

This paper contributes to an important stream of critical social marketing scholarship that seeks to advance social marketing away from its individualist routes. It sets an agenda for further research that considers the ontological and practical possibilities for practice informed approach to social marketing.

Details

RAUSP Management Journal, vol. 56 no. 3
Type: Research Article
ISSN: 2531-0488

Keywords

Open Access
Article
Publication date: 17 April 2018

Kristina Hulvershorn and Shaila Mulholland

An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate…

19107

Abstract

Purpose

An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate. Restorative practices (RP) have been looked to as an alternative to zero tolerance policies. At the same time, social emotional learning (SEL) programming has been implemented to provide students with the skills to communicate and build relationships with peers. The purpose of this paper is to provide a look at the historical context shaping the development of RP, and explore connections between RP and SEL. Considerations for implementation and conceptual models for implementing RP are also discussed.

Design/methodology/approach

Informed by education policy analysis methods, this essay places RP in their broader context, explores RP and considers such practices important to study due to the unintended effects stemming from “traditional” obedience-oriented punitive approaches to school discipline (American Psychological Association Zero Tolerance Task Force, 2008; O’Malley and Austin, 2014).

Findings

Based on the analysis of current research, the authors explain that when RP are implemented with SEL programming, it is an opportunity for educational practitioners to address issues around race, gender, disability, and other aspects of diversity. By integrating these approaches together, RP become a vehicle to develop students’ SEL skills, which includes communication skills, kindness, empathy, and caring.

Research limitations/implications

An understanding of how zero tolerance policies have played out in the school setting has resulted in rethinking of current approaches to preventing conflict. Subsequently, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline.

Practical implications

District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum.

Social implications

Several challenges and opportunities lie ahead. Based on the firsthand work with schools and districts implementing restorative and SEL practices, as well as the knowledge and insights gained from this analysis of research, one important need to consider is the need to integrate school disciplinary practices, including RP, into the school context and existing structures.

Originality/value

By conducting this study of the research evidence on RP, the authors were able to gain insights into questions, including: How have school practitioners applied RP as an alternative to zero tolerance policies?

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 6 December 2021

Elisa Tattersall Wallin

This article explores, identifies and conceptualises everyday audiobook reading practices amongst young adults.

3824

Abstract

Purpose

This article explores, identifies and conceptualises everyday audiobook reading practices amongst young adults.

Design/methodology/approach

Semi-structured interviews were conducted with ten Swedish audiobook users aged 18–19. The material was analysed using qualitative content analysis and focused on their audiobook use during an average weekday, as this was the time that they listened the most. The theoretical framework consists of theories on practice, time and everyday routine.

Findings

Five timespaces emerged when audiobook practices were most prevalent: morning routines, commuting routines, school routines, after school routines and bedtime routines. Within these timespaces, several practices could be identified and conceptualised. Three mobile practices were commute listening, exercise listening and chore listening while more stationary practices were homework listening, schoolwork listening and leisure listening. An unexpected finding was how audiobooks routinely were used to aid respondents’ wellbeing. This wellbeing listening was used to alleviate stress, loneliness and help listeners relax or fall asleep. Furthermore, respondents switch between Music, Audiobooks and Podcasts, which is conceptualised as MAP-switching.

Originality/value

There is a scarcity of research on audiobook use, and this paper contributes with new knowledge on audiobook reading practices, how audiobooks fit into everyday routine and provides concepts to aid further research on audiobook practices.

Details

Journal of Documentation, vol. 78 no. 7
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Article
Publication date: 6 April 2020

Tommaso Agasisti, Patrizia Falzetti and Mara Soncin

This research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation…

4287

Abstract

Purpose

This research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation Committee for Education (INVALSI) for 2013/14 school year.

Design/methodology/approach

Employing an educational production function, the authors regress a set of student and school's characteristics, enriched by information from a questionnaire filled by school principals to estimate student's score at grade 8 (last year of junior secondary school), also taking into account student's prior achievement (at grade 6 – first year of junior secondary school).

Findings

Indicators about managerial practices have positive coefficients, but low statistical significance. Stronger associations between management variables and test scores are detected for low-SES schools.

Originality/value

The research presented here is particularly innovative in the Italian context, where little evidence exists about the impact of managerial skills in education, though institutional reforms are leading towards a strengthening of school principal's leadership role. In this paper, the authors move a first step by describing managerial practices and their diffusion in different schools and geographical areas within the country. The authors focus the attention on the role of managerial practices (what principals do) and not on the managerial skills (what principals are able to do).

Details

International Journal of Educational Management, vol. 34 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 13 June 2023

Aklilu Alemu

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250…

566

Abstract

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Content available
Book part
Publication date: 13 December 2023

Abstract

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Open Access
Article
Publication date: 26 March 2024

Latifa Sebti and Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

Abstract

Purpose

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

Design/methodology/approach

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

Findings

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

Practical implications

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

Originality/value

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 11 May 2021

Mette Liljenberg

The purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance…

3062

Abstract

Purpose

The purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance principals' instructional leadership.

Design/methodology/approach

The paper draws on findings from a three-year PD initiative in a Swedish school district. The data consist of field notes and semi-structured interviews with principals and managers. Theoretically, the paper takes its starting point in the theory of practice architectures and the cultural-discursive, material-economic and social-political arrangements that shape practices.

Findings

Practices for principals' PD require a fine balance to prevent the perception of hierarchical control. Designated time, common artifacts and external expertise are arrangements of practice that enable principals' PD. High expectations and relations between principals and managers both enable and constrain principals' PD. As trustful relations are of particular importance, the implication for managers and others organizing for principals' PD is to make sure that collaborative work settings also become a natural way of working for principals. As building relations takes time, a longer time perspective is also recommended.

Practical implications

The findings have practical implications for educational leaders responsible for organizing PD practices for principals in any context.

Originality/value

This paper adopts a practice theory approach to its study of principals' PD and provide an elaborated illustration of arrangements that enable and constrain principals' PD in collegial settings.

Details

Journal of Professional Capital and Community, vol. 6 no. 4
Type: Research Article
ISSN: 2056-9548

Keywords

Content available
Book part
Publication date: 31 January 2022

Abstract

Details

The Emerald Handbook of Evidence-Informed Practice in Education
Type: Book
ISBN: 978-1-80043-141-6

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