The Impact of a Student Advisory Program on School Climate and Connectedness PDF Download
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Author: Kelly Murphey Richards
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
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Book Description
The purpose of this study was to determine whether a student advisory program affected school climate from teacher and student perspectives and school connectedness from student perspectives. The researcher gathered data using the following methods: distributing a student perception survey, a student climate survey, and a teacher climate survey; conducting student and teacher focus groups; and interviewing students and teachers. The interviews of teachers and the teacher focus groups indicated that the teachers thought the advisory program did help the school climate, and the teacher climate survey showed positive results. The results of the student survey indicated that the implementation of the advisory program increased school climate. The students stated they thought the advisory program had made a positive impact on connectedness within the school.
Author: Kelly Murphey Richards
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
Get Book Here
Book Description
The purpose of this study was to determine whether a student advisory program affected school climate from teacher and student perspectives and school connectedness from student perspectives. The researcher gathered data using the following methods: distributing a student perception survey, a student climate survey, and a teacher climate survey; conducting student and teacher focus groups; and interviewing students and teachers. The interviews of teachers and the teacher focus groups indicated that the teachers thought the advisory program did help the school climate, and the teacher climate survey showed positive results. The results of the student survey indicated that the implementation of the advisory program increased school climate. The students stated they thought the advisory program had made a positive impact on connectedness within the school.
Author: Christopher J. Adams
Publisher:
ISBN:
Category : Belonging (Social psychology)
Languages : en
Pages : 292
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Book Description
Having a wide variety of students with academic and socially diverse backgrounds could lead to school climate challenges for the students, teachers, and administrators. The purpose of this study was to determine the effect a student advisory program has on the school climate in a suburban high school. This study aimed to answer three research questions. The central research question was: What is the effect of a high school student advisory program on the school climate, students' sense of belonging and connectedness in the school community? The sub-questions related to the central research question are: How does feeling more connected to the school and building relationships influence students' perception of the school climate? How does a student advisory program at a suburban high school enhance the students' sense of belonging? How does networking with other students about the school environment affect the overall school climate? The researcher believes student advisory programs can positively influence a school's climate thus leading to students feeling more connected to their school with an increased sense of belonging. The conceptual framework reviews three themes: student advisory programs, connectedness and building relationships, and school climate.
Author: Sameer Hinduja
Publisher: Corwin Press
ISBN: 1412997836
Category : Computers
Languages : en
Pages : 217
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Book Description
Bullying is not new, but its venues have expanded to include social media and mobile phones. When students receive hurtful, threatening, or sexually explicit electronic messages, it affects their ability to concentrate on schoolwork. Renowned cyberbullying experts Sameer Hinduja and Justin W. Patchin connect the off-campus high-tech behaviors of teens to the school environment and provide educators with a road map for developing a positive school climate that counteracts cyberbullying and sexting. School Climate 2.0 differentiates cyberbullying from traditional bullying and offers specific strategies for improving school climate.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 568
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Book Description
Author: Tom Vander Ark
Publisher: John Wiley & Sons
ISBN: 1118115872
Category : Education
Languages : en
Pages : 240
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Book Description
A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures
Author: Tory Cox
Publisher: Oxford University Press
ISBN: 0197585167
Category : Education
Languages : en
Pages : 257
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Book Description
The Art of Being Indispensable What School Social Workers Need to Know in Their First Three Years of Practice is a vital resource for newly hired school social workers that helps bridge the gap between classroom theory and field practice.
Author: Joseph Kosciw
Publisher:
ISBN: 9781934092330
Category :
Languages : en
Pages :
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Book Description
Author: Tony Wagner
Publisher: Routledge
ISBN: 1135957967
Category : Education
Languages : en
Pages : 167
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Book Description
This book provides a guide for a long-overdue public dialogue about why and how we need to reinvent our nation's schools. How has the world changed for our children; what do all students need to know in light of these changes; how do we hold students and schools accountable for results; what do good schools look like; and what must leaders do to create more of these schools? These are some of the questions that drive this book. The answers emerging to these questions may surprise many. The most successful public schools of the 21st century look a lot more like our 19th century village schools than our current factory model of schooling. This book describes these "new village schools" that have been created in the last decade and suggests that they are a prototype for the schools of the future.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Thomas A. Highley
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Middle school literature has long professed the benefits of advisory programs, noting decreased drop out rates and improved school climate as possible rewards. However, advisory programs are often the most difficult component of the middle school program to implement, due to factors related to teacher resistance and a perceived lack of time for advisory activities. In fact, most advisories are unable to maintain the commitment to student interaction necessary for advisory success. This study sought to assess the effect of an Internet based advisory resource on middle school advisory implementation, focusing on the chief advisor complaint that the lack of time for activities negates opportunities for advisory success. The Internet resource was constructed and presented as a time saving aid for advisors, providing an easily accessible toolbox of advisory resources. Results suggested, however, that time constraints were not the key factors hindering wide spread advisory implementation, and that a web based advisory resource would not resolve the more human factors influencing implementation. Findings correlated to Ajzen and Fishbein2s Theory of Reasoned Action. Findings infer that attitudes of teacher resistance to advisory are a synthesis of individual beliefs and normative expectations. The perceived lack of administrative priority fits into this theoretical framework, inferring a significant need for administrative support of advisory. Mentorship and peer modeling emerged as the most valued formats for teacher training, while values related to personal sharing were found to be sporadic among the advising staff. Finally, findings implied that advisors2 perceptions of adequate time were dependent on their salient beliefs regarding the advisory program. Theoretical and policy implications for future program introductions and in-service training are discussed.
