Using Monitoring to Support and Improve Schools

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
Homeless Youth ◽  
Social Emotional ◽  
School Activities ◽  
Base Camp ◽  
Wide Range ◽  
Need Support ◽  
School Day ◽  
Students First ◽  
New Students ◽  
Positive Experiences

The ultimate goal of implementing a monitoring system is to improve the settings in which children go to school every day and to identify areas where students need support. Data can show which aspects of school climate are already creating positive experiences for students while also leading educators to focus on those areas that need attention or intervention. Educators should pay special attention to groups of students that might be more likely to exhibit risky behavior or to be victimized by other students. For example, using the California Healthy Kids Survey (CHKS) data, it became clear that military- connected students who have changed schools multiple times experience victimization and reported higher rates of weapon- carrying than others. The schools, therefore, have implemented a wide range of initiatives to help new students feel welcome, meet other students, and get involved in school activities. Similarly, data showing that foster care and homeless youth experience social- emotional difficulties may prompt districts to pay attention to these groups of students and mobilize community and state resources to respond to their needs. Sometimes the data will show that certain incidents among students are more likely to occur during certain times of the school day or in certain areas of the campus, mostly where there is a lack of supervision by adults. This knowledge can help school leaders and students develop innovative solutions for avoiding those problems. Such a situation took place at Santa Margarita Elementary School— located on Marine Corps Base Camp Pendleton— where tensions among students often boiled over on the playground during recess. Then- Principal Pat Kurtz worked with her playground “duty supervisors” to implement a variety of strategies that would make recess time less stressful and empower both the students and the supervisors to create more positive experiences for students: . . . First, when Kurtz brought a child into her office because of a behavior problem, she also brought in the duty supervisor, who likely intervened in the situation on the playground, so that he or she could learn how Kurtz worked with a child who was struggling with peers. . . .

scholarly journals The Supportive Care Needs of Cancer Patients: a Systematic Review

2021 ◽  
Author(s):  
Madeleine Evans Webb ◽  
Elizabeth Murray ◽  
Zane William Younger ◽  
Henry Goodfellow ◽  
Jamie Ross
Keyword(s):  
Cancer Patients ◽  
Healthcare Professionals ◽  
Treatment Options ◽  
Complex Nature ◽  
Narrative Synthesis ◽  
Care Needs ◽  
Wide Range ◽  
Need Support ◽  
Lack Of Control ◽  
Everyday Work

AbstractCancer, and the complex nature of treatment, has a profound impact on lives of patients and their families. Subsequently, cancer patients have a wide range of needs. This study aims to identify and synthesise cancer patients’ views about areas where they need support throughout their care. A systematic  search of the literature from PsycInfo, Embase and Medline databases was conducted, and a narrative. Synthesis of results was carried out using the Corbin & Strauss “3 lines of work” framework. For each line of work, a group of key common needs were identified. For illness-work, the key needs idenitified were; understanding their illness and treatment options, knowing what to expect, communication with healthcare professionals, and staying well. In regards to everyday work, patients wanted to maintain a sense of normalcy and look after their loved ones. For biographical work, patients commonly struggled with the emotion impact of illness and a lack of control over their lives. Spiritual, sexual and financial problems were less universal. For some types of support, demographic factors influenced the level of need reported. While all patients are unique, there are a clear set of issues that are common to a majority of cancer journeys. To improve care, these needs should be prioritised by healthcare practitioners.

Family Engagement and Educational Leadership

2020 ◽  
Author(s):  
Serkan Koşar ◽  
Didem Koşar ◽  
Kadir Beycioğlu
Keyword(s):  
Educational Leadership ◽  
School Effectiveness ◽  
Family Engagement ◽  
Parental Engagement ◽  
Leadership Qualities ◽  
Good Communication ◽  
School Activities ◽  
Private Lives ◽  
Wide Range ◽  
Children's Schooling

Family engagement and educational leadership are among the most influential collaboration deals in schools, and family engagement is probably one of the most debated topics in educational research. Parental engagement can be considered as the active participation of parents in all aspects of their children’s social, emotional, and academic development. Parents are involved in a wide range of issues in schools or at home, such as discipline, academic future of their children, homework, success, achievement, school activities, and so on. Researchers of different contexts have recognized the importance of parental engagement and aimed to reveal whether parents have influence on their children’s schooling. Most of the parents want their children to be successful in their social, academic, and professional lives, and in order to be aware of the speed and effectiveness of their children’s education, the families generally prefer schools and teachers that provide good communication and collaboration. There are many reasons parental engagement and strengthening the family and school collaboration are important. This leads to the improvement of school programs and climate, provides family support, and increases the competencies of the parents and their leadership features. The core reason is to help the children to be successful not only at school but also in their private lives throughout their lifetimes. When collaboration between families and schools increase, the students feel more confident to use their potential to succeed, families and schools work together to conduct more effective activities, and together they have a chance to learn more about the needs, wishes, and skills of the children. The school leaders have the responsibility of creating successful collaborations. So not only the teachers but also the school principals via their leadership qualities should provide different strategies to include families in the education process and therefore improve both classroom teaching and school effectiveness.

Taxonomy for classifying engineering decision problems and support systems

1995 ◽  
Vol 9 (5) ◽  
pp. 427-438 ◽  
Author(s):  
David G. Ullman ◽  
Bruce D'Ambrosio
Keyword(s):  
Decision Support ◽  
Engineering Design ◽  
Quantitative Data ◽  
Decision Problems ◽  
Design Decision ◽  
Decision Support Tools ◽  
Design Decisions ◽  
Wide Range ◽  
Support Tools ◽  
Need Support

AbstractThe design of even the simplest product requires thousands of decisions. Yet few of these decisions are supported with methods on paper or on computers. Is this because engineering design decisions do not need support or is it because techniques have yet to be developed that are usable on a wide basis? In considering this question a wide range of decision problem characteristics need to be addressed. In engineering design some decisions are made by individuals, others by teams – some are about the product and others about the processes that support the product – some are based on complete, consistent, quantitative data and others on sparse, conflicting, qualitative discussions. To address the reasons why so little support is used and the characteristics of potentially useful decision support tools, a taxonomy of decision characteristics is proposed. This taxonomy is used to classify current techniques and to define the requirements for an ideal engineering design decision support system.

OPPORTUNITIES OF THE DEVELOPMENT OF VALUES IN THE INTEREST-RELATED EDUCATION OF ADOLESCENTS

2018 ◽  
Vol 2 ◽  
pp. 364-375
Author(s):  
Māris Pavlovs
Keyword(s):  
Daily Activities ◽  
Educational Institutions ◽  
Small Scale ◽  
School Teachers ◽  
Personal Traits ◽  
School Activities ◽  
School Subjects ◽  
Wide Range ◽  
Teachers And Parents ◽  
Modern Technologies

Many schools and different educational institutions offer a wide range of out-of-class activities that promote the development of adolescents for a world in which people need to collaborate, to trust each other, to respect other people, different views and traditions. These activities deepen the knowledge acquired in the class in different school subjects, music, art, the use of modern technologies and in other fields. Interest-related education (out-of-class) activities support school teachers and parents in the process of the development of skills, abilities and personal traits, values for life. The task of any teacher in schools and out-of-school activities is to integrate the development of values in their daily activities. The teachers become the managers of the process of the development of values. A small-scale research was carried out with the aim to learn the priority values of teachers working in interest related education and the opportunities of interest-related education in the development of values of adolescents. The questionnaires were used to reach the aim of the research.  

scholarly journals Effectiveness of the prescribed English Language Foundation Course on Communication and Soft Skills as per UGC-CBCS

2019 ◽  
Vol 7 (11) ◽  
pp. 12
Author(s):  
P. Gowri Sankara Rao ◽  
Prof. T. Narayana
Keyword(s):  
Language Learning ◽  
Cognitive Skills ◽  
Life Skills ◽  
Positive Attitude ◽  
English Language ◽  
Interpersonal Relations ◽  
Soft Skills ◽  
Social Emotional ◽  
Self Confidence ◽  
Wide Range

Language learning is interlinked with a wide range of skills and consequently innumerable benefits too. Command over language makes one articulate with self-confidence. It is possible to link language learning to imparting language and life skills by using quotes and excerpts from various genres with the objective of facilitate the learner to develop his/her social, emotional and cognitive skills such as the ability to communicate effectively, improve interpersonal relations, develop positive attitude, be empathetic and think logically and creatively.  

scholarly journals Project Rosetta: a childhood social, emotional, and behavioral developmental feature mapping

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Alyson Maslowski ◽  
Halim Abbas ◽  
Kelley Abrams ◽  
Sharief Taraman ◽  
Ford Garberson ◽  
...  
Keyword(s):  
Behavioral Assessment ◽  
Diagnostic Category ◽  
Autism Spectrum ◽  
Feature Mapping ◽  
Social Emotional ◽  
Functional Feature ◽  
Hyperactivity Disorder ◽  
Hierarchical Grouping ◽  
Wide Range ◽  
Developmental Feature

Abstract Background A wide array of existing instruments are commonly used to assess childhood behavior and development for the evaluation of social, emotional and behavioral disorders such as Autism Spectrum Disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and anxiety. Many of these instruments either focus on one diagnostic category or encompass a broad set of childhood behaviors. We analyze a wide range of standardized behavioral instruments and identify a comprehensive, structured semantic hierarchical grouping of child behavioral observational features. We use the hierarchy to create Rosetta: a new set of behavioral assessment questions, designed to be minimal yet comprehensive in its coverage of clinically relevant behaviors. We maintain a full mapping from every functional feature in every covered instrument to a corresponding question in Rosetta. Results In all, 209 Rosetta questions are shown to cover all the behavioral concepts targeted in the eight existing standardized instruments. Conclusion The resulting hierarchy can be used to create more concise instruments across various ages and conditions, as well as create more robust overlapping datasets for both clinical and research use.

scholarly journals Studi Kritis Akuntabilitas Pasar pada sebuah Sekolah Waralaba

2015 ◽  
Vol 1 (2) ◽  
pp. 148
Author(s):  
Suryan Widati
Keyword(s):  
Social Media ◽  
Critical Theory ◽  
Mass Media ◽  
Direct Observation ◽  
Social Interest ◽  
Primary Data ◽  
School Activities ◽  
Dominant Motivation ◽  
New Students

<em><span style="color: #550055;">The purpose of this research is to explore accountability</span> practice applied in a franchise school in Malang, which critically analyzed based on Habermas Critical Theory. The primary data was collected by interviewing the owner of the franchise and through direct observation towards the school activities. The result shows that market accountability was established in the form of?? social media and mass media documentations. In particular to this school, the market<span style="color: #550055;"> accountability described as a mechanism to</span> reach parents satisfaction and to attract new students and investors, which seem to be dominant motivation in practice. It was contrary to the initial mission which stated that the?? school should be run based on social interest. At last, this paper is expected to<span style="color: #550055;"> enrich the study about accountability.</span></em>

scholarly journals Esfuerzo cardiosaludable en la jornada escolar. Implicaciones para las escuelas (Heart-healthy effort in the school day. Implications for schools)

Retos ◽  
2019 ◽  
pp. 70-77
Author(s):  
Luis Moral Moreno ◽  
Vicente Martínez de Haro ◽  
Francisco Miguel Tobal
Keyword(s):  
Predictive Factors ◽  
School Children ◽  
Ecological Model ◽  
Emotional Expressiveness ◽  
Cross Sectional ◽  
Social And Emotional ◽  
School Activities ◽  
Hierarchical Relationship ◽  
School Day ◽  
Relationship Of

Introducción. El estudio analizó los niveles de actividad física cardiosaludable (AFCS) de los escolares de primaria en la jornada escolar y la jerarquía de factores predictores de dicha conducta activa. Metodología. Estudio transversal, prospectivo, correlacional e inferencial. Se recabaron datos de diferente naturaleza (fenotipo sexual, tipología ponderal, resistencia cardiaca, capacidad aeróbica, expresividad emocional y social, ansiedad-rasgo, tipología sociométrica, nivel de sedentarismo, tipo de centro y jornada) en un total de 58 sujetos (32 niños y 26 niñas) (12 años) de 24 centros. Tras registrar la FC durante 5 jornadas escolares, se analizó el tiempo invertido en AFCS en FC ≥50% FC de reserva. Posteriormente, se aplicó análisis correlacional y técnica árbol de decisiones determinando la relación jerárquica de rasgos predictores de AFCS (α= 0,05). Resultados y conclusiones. Los varones alcanzarían en el recreo más AFCS que las niñas (p min/sem =0,03; p% tiempo/sem =0,02). Los chicos populares acumularían más AFCS que el resto (R2=38,85). Los escolares con una resistencia aeróbica inferior a la media acumularían más AFCS en Ed. Física que el resto (R2=8,39). Quienes muestran índices intermedios de expresividad emocional alcanzarían más AFCS que el resto en Ed. Artística y otras actividades escolares minoritarias, donde los introvertidos “activos y muy activos” alcanzarían más AFCS que los introvertidos “poco activos y sedentarios” (R2=30,09). El supuesto ecológico es insuficiente para explicar el nivel de AFCS de los escolares durante la jornada escolar.Abstract. Introduction. The study analyzed the levels of cardio-healthy physical activity (CHPA) of elementary school children in the school day and the hierarchy of predictive factors. Methodology. A cross-sectional, prospective, correlational, and inferential study. Fifty-eight children (32 boys and 26 girls) (11.88 ± 0.32 years) enrolled in 24 schools provided data of sexual phenotype, weight type, cardiac endurance, aerobic capacity, social and emotional expressiveness, anxiety, sociometric type, sedentary level, type of center, and school day. After registering the subjects’ heart rate with Polar® monitors for 5 consecutive school days, the CHPA was analyzed (time spent in an effort of ≥50% HR reserve). Subsequently, correlational analysis and decision tree technique were carried out to determine the hierarchical relationship of CHPA predictive factors (α = 0.05). Results and conclusions. Boys would reach more CHPA than girls at recess (pmin/sem = 0.03; p% time/sem = 0.02). Among the former, the popular ones would accumulate more CHPA than the rest (R2= 38.85). Schoolchildren with lower aerobic endurance would accumulate more CHPA in Physical Education than the rest (R2= 8.39). Those who show intermediate rates of emotional expressiveness would achieve more CHPA than the rest in Artistic and other minority school activities, where active and very active introverts would achieve more CHPA than little active and sedentary introverts (R2= 30.09). The ecological model is insufficient to explain the level of CHPA of school children during the school day.

scholarly journals Conceptualizing the Core of “Social Emotional Learning”

2020 ◽  
Vol 40 (1) ◽  
pp. 24-33
Author(s):  
Hunter Gehlbach ◽  
Claire Chuter
Keyword(s):  
Social Connectedness ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Psychological Needs ◽  
Emotional Learning ◽  
Social Emotional ◽  
Face To Face ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Students First

The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.

From Adult Authority to Personal Responsibility: Alternative Curricula

2020 ◽  
Author(s):  
Ronald Swartz
Keyword(s):  
Personal Responsibility ◽  
Educational Programs ◽  
Human Beings ◽  
Academic Curriculum ◽  
School Activities ◽  
Liberal Democratic ◽  
Teachers And Students ◽  
School Day ◽  
Pilot Programs ◽  
The Republic

Two of the most important works of Plato are The Republic and The Apology. In each of these writings there is an answer to a question such as “what can be said about the wisdom of those individuals who develop and create educational programs?” Plato offers two alternative answers to this question. In The Republic Plato clearly develops the notion that it is reasonable to assume that wise individuals possess valuable, important, and worthwhile information. On the other hand, in The Apology Plato explains that his teacher, Socrates, spent a lifetime trying to develop the complex notion that wise individuals become wise when they recognize that all human wisdom is worth little or nothing at all. Socrates can be viewed as claiming that all human beings are so fallible that they should not create educational programs that tell others what they should do during the school day. Further, schools that endorse the notion that wise individuals do not possess valuable knowledge suggest that all members of a school community (including teachers and students) are fallible authorities who need to have their power and influence significantly limited by a democratic process. Since the time of Plato many educators have endorsed the notion that they possess wisdom. Often the wisdom that educators assume for themselves translates into the notion that a school should teach a standardized academic curriculum. To be sure, over the ages many educators have disagreed with one another about what ideas, information, or knowledge should be included in a standardized academic curriculum. Yet the notion of a standardized academic curriculum is not often challenged. In fact, educational programs or schools that assume the desirability of a standardized academic curriculum have become the dominant alternatives in Western societies. Opposing alternatives, which are often ignored, are schools or educational programs that do not teach a standardized academic curriculum. Two schools that presently exist as pilot educational programs that endorse the notion of a non-standardized academic curriculum are Summerhill School and Sudbury Valley School. Summerhill was founded in the 1920s by A. S. Neill. Daniel A. Greenberg, a self-styled educational theorist, was one of the founding members of the Sudbury Valley School in the late 1960s. These pilot programs seem to endorse the view of wisdom that claims wise people are wise when they realize that their wisdom is worth little or nothing at all. The writings of Karl R. Popper provide an example of a 20th-century philosopher who tried throughout his life to revive the view of wisdom that wise people are aware of the notion that they do not possess true wisdom. Popper’s efforts to criticize the traditional view of wisdom and revive the nontraditional view help provide an intellectual foundation for schools such as Summerhill and Sudbury Valley. These schools function as liberal, democratic, self-governing communities where all school members are fallible authorities who are personally responsible for creating their own school activities.

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