Analysis of the ‘Educational Climate’ in Spanish Public Schools of Dentistry using the Dundee Ready Education Environment Measure: a multicenter study

2013 ◽  
Vol 17 (3) ◽  
pp. 159-168 ◽  
Author(s):  
I. Tomás ◽  
U. Millán ◽  
M. A. Casares ◽  
M. Abad ◽  
L. Ceballos ◽  
...  
Keyword(s):  
Public Schools ◽  
Multicenter Study ◽  
Education Environment ◽  
Educational Climate

Comparing student and staff perceptions of the “Educational Climate” in Spanish Dental Schools using the Dundee Ready Education Environment Measure

2017 ◽  
Vol 22 (1) ◽  
pp. e131-e141 ◽  
Author(s):  
I. Tomás ◽  
A. Aneiros ◽  
M. A. Casares-de-Cal ◽  
V. Quintas ◽  
I. Prada-López ◽  
...  
Keyword(s):  
Staff Perceptions ◽  
Education Environment ◽  
Educational Climate ◽  
Dental Schools

No Child Left Behind: Gifted Children and School Counselors

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Marcia Gentry
Keyword(s):  
At Risk ◽  
Public Schools ◽  
No Child Left Behind ◽  
Children And Adolescents ◽  
School Counselors ◽  
Gifted Education ◽  
Gifted Children ◽  
Left Behind ◽  
At Risk Children ◽  
Educational Climate

A gifted-education researcher discusses the potential effects of No Child Left Behind on gifted children and adolescents as well as implications for those who counsel such children in public schools. With the primary purpose of stimulating thought, discussion, and action, she addresses the marginalization of gifted and other at-risk children in the current educational climate and provides recommendations for school counselors.

scholarly journals Students’ Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study

2020 ◽  
Vol 8 (4) ◽  
pp. 133
Author(s):  
Alba María Hernández-Crespo ◽  
Paula Fernández-Riveiro ◽  
Óscar Rapado-González ◽  
Ángela Aneiros ◽  
Inmaculada Tomás ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Clinical Training ◽  
Social Domain ◽  
Student Behaviour ◽  
Education Environment ◽  
The Social ◽  
Educational Climate ◽  
School Of Dentistry ◽  
Student Centred Learning ◽  
Self Learning

Background: Educational Climate (EC) may determine teacher and student behaviour. Our aim was to evaluate EC longitudinally in a period of ‘curricular transition’ from traditional (teacher-centred learning) to Bologna curricula (interactive student-centred learning). Methods: The ‘Dundee Ready Education Environment Measure’ (DREEM) questionnaire was completed by 397 students from a Spanish School of Dentistry. Students’ perception was assessed in different courses and academic years. Results: The overall EC scale average was 115.70 ± 20.20 (57.85%) and all domain values showed a percentage > 52%, which were interpreted as ‘positive and acceptable’. The EC mean was: 118.02 ± 17.37 (59.01%) for 2010–2011; 116.46 ± 19.79 (58.23%) for 2013–2014; 115.60 ± 21.93 (57.80%) for 2014–2015; 112.02 ± 22.28 (56.01%) for 2015–2016, interpreted as ‘more positive than negative EC’. The worst Learning domain scores corresponded to later academic years and may reflect the Bologna curriculum’s more intensive clinical training involving greater responsibility and self-learning. Conclusions: EC and its domains were perceived more positively than negatively. The Social domain was the most positively evaluated, while the Learning domain was the worst.

scholarly journals Continuing teachers education and social learning in the promotion of geoconservation: the case of the gold cycle geopark project, Guarulhos, São Paulo, Brazil

2018 ◽  
Vol 14 (4) ◽  
pp. 373-378
Author(s):  
Diogo B. Soares ◽  
Vânia M. N. Santos
Keyword(s):  
Public Schools ◽  
Social Learning ◽  
Sao Paulo ◽  
São Paulo ◽  
Learning Tools ◽  
Community Partner ◽  
Social Actors ◽  
Education Environment ◽  
Postdoctoral Research ◽  
The City

This article aims to present possibilities of the use of participatory methodologies, such as Social Learning tools, in the promotion of geoconservation. The reflections presented here were built upon "Module III - Social Learning" of the continuing education course for teachers "Education, Environment and Social Learning: socio-educational practices for sustainability and geoconservation", developed in the city of Guarulhos, São Paulo, Brazil. The course was promoted within the scope of the Gold Cycle Geopark Project and its results subsidized a postdoctoral research, a master's research, specialized publications in the area, and contributions to Education for Geoconservation. The methodological proposal was based on five public schools in Guarulhos and involved teachers from different areas of knowledge. In addition to the pedagogical and management teams of the schools, different social actors took part in the initiative, such as: representatives of the community, partner universities and municipal secretariats of the city. The main objective of the course was to develop collaborative socio-environmental proposals for the promotion of citizenship, sustainability and protection of local geoheritage by the school.

Improving Education Environment for Socially Disadvantaged Families Through ICT-Enabled Social Innovation: The Case of Papinotas

2021 ◽  
Author(s):  
Dmitri Domanski
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Value Creation ◽  
Social Practice ◽  
Social Innovation ◽  
Economic Value ◽  
Current Debate ◽  
Education Environment ◽  
And Performance ◽  
Teachers And Parents

The paper starts with an overview of the current debate on social innovation, highlighting it as a key element one of a new innovation paradigm. It presents the objectives, the concept and the main empirical results of the global research project SI-DRIVE – Social Innovation: Driving Force of Social Change, which intends to extend knowledge about social innovation by integrating theories and research methodologies. In this regard, one important goal is to contribute to better understanding the relationship to technological innovation as well as to economic value creation. The paper analyzes one of the cases mapped in SI-DRIVE’s global survey on social innovation initiatives, the Chilean company Papinotas, which focuses on improving education environment for deprived families. Children from such families with low-income background are usually excluded from Chile’s private high-quality education and have no other choice but to attend public schools, characterized by poor quality of organization and communication between schoolteachers and parents, thus causing low levels of attendance and performance. Papinotas offers an online platform for teachers for sending text messages directly to parents’ mobile phones in order to achieve better flow of information between teachers and parents and to promote a more favorable environment for education. The case of Papinotas shows how creation of social value can be successfully combined with economic value creation through introduction of a new social practice and reveals how quite simple technologies can facilitate social innovations in order to improve communication between teachers and parents, leading to better attendance and performance by students.

scholarly journals The Educational Environment at Khawaja Mohammad Safdar medical Collage Sialkot

2020 ◽  
Vol 3 (1) ◽  
pp. 31-40
Author(s):  
Abeer Anjum
Keyword(s):  
Undergraduate Students ◽  
Educational Environment ◽  
Social Self ◽  
Cross Sectional ◽  
Medical College ◽  
Education Environment ◽  
Important Concern ◽  
Educational Climate ◽  
The Mean ◽  
Scale Data

Introduction: The instructive climate in any organization is an important concern to debate, as it assumes a powerful part in overseeing understudies' scholastic accomplishment. Objective: The target of my examination was to determine students’ perception of the educational environment at Khawaja Mohammad Safdar Medical College, Sialkot. Methods: A descriptive, cross-sectional, poll-based study was led in which undergraduate students of all five years were analyzed.50-item DREEM Questionnaire was used, and scoring was based on 5 points Likert scale. Data were analyzed by using SPSS v 25. The obtained score was expressed as the mean ±SD. Results: A total mean score is 114/200 (57%), which is more affirmative than negative. The mean score for Students’ perception of Learning is 28/48, Students’ perception of Teachers 25/32, Students’ academic self perception20/28, Perceptions of atmosphere 27/48, and Students’ social self-perception is 16/28. There were four problem areas; item no.1 (I am encouraged to participate in teaching sessions) (1.78), item no.8(course organizers ridicule their students)(1.42), item no.35(I find experience disappointing)(1.76), and item no.3(there is a sound support system for students who get tense)(1.25) all with means ≤2. Conclusion: The overall educational climate was more valuable than the negative; however, few problem areas need to be further explored, and measures are taken to make the environment more favorable for learning. Keywords: DREEM (Dundee Ready Education Environment Education), student’s perception, instructive climate

scholarly journals Characterization of the physical education environment and practice in public schools

2021 ◽  
Vol 26 ◽  
pp. 1-7
Author(s):  
Ricardo Hugo Gonzalez ◽  
Marcela de Castro Ferracioli-Gama ◽  
Luzia Vanessa Alves de Lima ◽  
Ítalo Nunes Braga ◽  
Thereza Maria Magalhães Moreira ◽  
...  
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Extracurricular Activities ◽  
School Environment ◽  
Descriptive Analysis ◽  
Cross Sectional ◽  
Education Environment ◽  
Lifestyle Choices ◽  
Elementary Public Schools

This cross-sectional, stratified, random sample study aimed to identify the school environment for teaching and engaging in physical education in elementary public schools. An inventory assessment was made and interviews were held with school managers in 12 teaching units in Fortaleza, Ceará, Brazil. The data obtained were categorized as follows: lesson availability and frequency, recess, extracurricular activities, facilities, and installations in place. The descriptive analysis used absolute and relative frequencies values. The results showed that all schools involved in the study provide two weekly physical education classes. None of the schools engaged in the development of recreational activities during recess. Data showed that 75% of schools participating in the study provide free extracurricular activities, among which futsal was the most popular (58.3%). Also, 75% of schools had indoor sports facilities, whereas some schools did not have adequate space to hold classes. In the group of schools with facilities, 90% had crossbars and 70% had at least one type of floor markings for sports such as futsal, basketball, and volleyball. Only one school had a recreational room, patio, and a green area. We concluded that the results point to a favorable direction for teaching and engaging in physical education in schools. We discussed how an adequate environment in schools helps students make better lifestyle choices and provides teachers with the opportunity to fully develop their classes and promote student’s health.

scholarly journals Peran Kantor Kementerian Agama Kota Yogyakarta dalam Kebijakan Pengembangan Pendidikan Islam

2019 ◽  
Vol 2 (02) ◽  
pp. 130-148
Author(s):  
Nur Ita A’ini Qudwatal Millah ◽  
Amin Maghfuri
Keyword(s):  
Public Schools ◽  
Boarding School ◽  
Study Data ◽  
Islamic Education ◽  
Work Area ◽  
Educational Climate ◽  
Qualitative Descriptive ◽  
Work Units ◽  
The Government ◽  
The City

The specialty of one of the things that underlies Yogyakarta is called a student city of course because of the educational climate in the region. With a work area that is relatively not too broad and the quantity of institutions that are not too many the Ministry of Religion is one of the government agencies, especially in the field of Islamic Education. This is certainly able to make it as an advantage and convenience in creating the development of Islamic education in the work area that is superior to other work areas. The research method used in this research is a qualitative descriptive study. Data collection techniques through observation, interviews, and study documentation. The results of this study indicate that in general educational policy in the aspect of developing / fostering Islamic Education in the Ministry of Religion in Yogyakarta is more guided than the RI Ministry of Religion program. However, in its implementation in the city of Yogyakarta, these programs are relatively easier to do, one of which is because the area coverage is not too broad. Institutionally, within the framework of the policy of developing Islamic education guidance in the Ministry of Religion of the City of Yogyakarta dividing management responsibilities to three work units, namely the Islamic Education Section (PAIS), the Madrasah Education Section (PENMAD) and the Diniyah Education Section and Islamic Boarding School (PD PONTREN). The Islamic Education Section (PAIS) has a working area on fostering and managing Islamic education in public schools at all levels, the Madrasah Education Section (PENMAD) in Islamic education houses all levels in Madrasas as well as the Diniyah Education and Islamic Boarding Schools (PD PONTREN) responsible responsible for fostering ongoing Islamic education in Madrasah Diniyah including TPA and Islamic Boarding School, so that each of these sections has a policy of developing Islamic Education in its own work program.

The Ambiguous Role of the Paraeducator in the General Physical Education Environment

2013 ◽  
Vol 30 (2) ◽  
pp. 164-183 ◽  
Author(s):  
Rebecca R. Bryan ◽  
Jeffrey A. McCubbin ◽  
Hans van der Mars
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Students With Disabilities ◽  
Best Practice ◽  
Phenomenological Approach ◽  
Physical Education Teachers ◽  
Education Environment ◽  
General Physical ◽  
General Physical Education

The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators’ role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and legal policy for the appropriate utilization of paraeducators in physical education.

Sign in / Sign up

Export Citation Format

Share Document