Suchergebnisse

Over 30 years ago, the United Nations Convention on the Rights of the Child passed legislation allowing children under the age of 18 to express their concerns in circumstances and decisions that affect them. Because one impact on children under the age of 18 is the educational system, Scotland education has integrated opportunities for students to be involved in the educational process. Pupil voice groups are one of the techniques that have been implemented in Scotland and throughout Europe. These groups allow students to have a voice in their education that may impact development. Researchers sought to identify the impacts of pupil voice groups on student development, the surrounding community, and the school. Researchers identified primary school students from years P-3 to P-6 (7 to 12 years of age) involved in pupil voice groups. Data were collected through focus group interviews, in which themes surrounding benefits, drawbacks, and impacts on the school and community emerged. Results indicated that these groups improve the school and community, and students believe these opportunities allow them to share their opinions on their education. The researchers recommend that further research should examine the perceptions of previously interviewed students towards involvement in pupil voice groups, and the use of pupil voice groups outside of the United Kingdom.

Cover -- Contents -- Preface -- Acknowledgments -- Introduction -- Description of this Guide -- The Issue of Transition -- Chapter 1 - An Introduction to Military Culture -- Codes of Conduct -- Military Families -- Seeking Help -- When Worlds Collide: Contrasting Military and Civilian Cultures -- Benefits of Military Service -- Glossary of Terms -- Facts and Figures -- Chapter 2 - Mobility -- Mobility and Military Children -- Major Challenges for Military Students -- Strategies for Schools -- When Military Students Arrive -- While They Are in Your School -- When They Leave -- Research Highlights on Student Mobility -- Resources Focusing on Military Children -- Chapter 3 - Policy Issues -- Lessons from Federal Programs for Highly Mobile Students -- Common Core State Standards -- Common Education Data Standards -- Supporting Military Students with Special Needs -- Timely and Accurate Information -- The Exceptional Family Member Program -- The Interstate Compact on Educational Opportunity for Military Children -- Lessons from DoDEA Schools -- Accessible Student Records -- Supportive School Climates -- Impact Aid -- Eligibility and Funding -- Reform Proposals -- Resources -- Chapter 4 - Deployment -- The Wars in Iraq and Afghanistan -- Major Issues Related to Deployment -- Strategies for Schools -- Resources -- Chapter 5 - Traumatic Experiences -- Military Children and Trauma -- Wounded Parents -- The Death of a Parent -- Major Issues Related to Trauma -- Strategies for Schools -- Resources -- Chapter 6 - Using Data to Improve SchoolClimate for Military Students -- School Safety and Climate Surveys -- A Military Survey Module for California -- Other States Focusing on Military Students -- Building Trust and Motivation -- Including Multiple Perspectives -- Flexibility is Key -- Using the Data -- Mapping -- Student Listening Circle -- Conclusion.

This paper examines the relationship between teacher unionization, student achievement and teachers' pay using a cross-section of data from private schools in India. We use differences in student mark across subjects to identify within-pupil variation in achievement and find that union membership of the teacher appears to strongly reduce pupil achievement. We find no evidence this could be due to the unobservables not controlled for by this procedure. A school fixed effects equation of teacher pay shows that union membership substantially raises pay and in this case too we find that remaining unobservables are unlikely to explain this outcome. We thus have in this data clear evidence that unions raise cost and reduce student achievement.

This article explores the ways in which students' voices can be used to analyse the process of moving schools, at a time outside of those that young people normally change schools. The paper is based on a study in a secondary school and uses qualitative data collected by researchers and student co‐researchers. Two areas were raised by students as important about being at a new school: the perceived challenges and their perceptions of learning in a new environment. It is argued that to respond to issues that arise due to mobility, an engagement with students' views is necessary. Furthermore, this can facilitate policy‐makers, school leaders and educators in providing more effective support for those young people.

Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.

Narrowing the attainment gap between disadvantaged pupils and better-off peers is a key challenge for leaders across all types of schools and one which Ofsted is keeping a close eye on, reports Jo Stephenson