Teaching for Transfer in Multilingual School Contexts

2017 ◽  
pp. 103-115 ◽  
Author(s):  
Jim Cummins
Keyword(s):  
School Contexts

Physical Activity Within School Contexts: The Bigger Bang Theory

2019 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
School Contexts

scholarly journals Analyzing Measurement Invariance of the Students’ Engagement Instrument Brief Version: The Cases of Denmark, Finland, and Portugal

2017 ◽  
Vol 33 (4) ◽  
pp. 297-313 ◽  
Author(s):  
T. E. Virtanen ◽  
P. Moreira ◽  
H. Ulvseth ◽  
H. Andersson ◽  
S. Tetler ◽  
...  
Keyword(s):  
Student Engagement ◽  
Measurement Invariance ◽  
Cross Cultural ◽  
School Contexts ◽  
Invariance Testing ◽  
National School ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Different Levels ◽  
Cross National

The promotion of students’ engagement with school is an internationally acknowledged challenge in education. There is a need to examine the structure of the concept of student engagement and to discover the best practices for fostering it across societies. That is why the cross-cultural invariance testing of students’ engagement measures is highly needed. This study aimed, first, to find the reduced set of theoretically valid items to represent students’ affective and cognitive engagement forming the Brief-SEI (brief version of the Student Engagement Instrument; SEI). The second aim was to test the measurement invariance of the Brief-SEI across three countries (Denmark, Finland, and Portugal). A total of 4,437 seventh-grade students completed the SEI questionnaires in the three countries. The analyses revealed that of the total 33 original instrument items, 15 items indicated acceptable psychometric properties of the Brief-SEI. With these 15 items, cross-national factorial validity and invariances across genders and students with different levels of academic performance (samples from Finland and Portugal) were demonstrated. This article discusses the utility of the Brief-SEI in cross-cultural research and its applicability in different national school contexts.

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

2018 ◽  
Vol 49 (1) ◽  
pp. 77-88 ◽  
Author(s):  
Melinda Webber ◽  
Tracy Riley ◽  
Katrina Sylva ◽  
Emma Scobie-Jennings
Keyword(s):  
Secondary School ◽  
Gifted And Talented ◽  
School Success ◽  
Community Members ◽  
School Contexts ◽  
Teachers Perceptions ◽  
Science Practices ◽  
Junior Secondary ◽  
Zealand Secondary School ◽  
Authentic Engagement

When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.

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