scholarly journals Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail

2022 ◽  
pp. 000494412110618
Author(s):  
Mark Dowley ◽  
Suzanne Rice
Keyword(s):  
Secondary Schools ◽  
Small Group ◽  
Emotional Responses ◽  
Individual Student ◽  
Policy Tool ◽  
National Testing ◽  
Low Levels ◽  
The Individual ◽  
Student Motivations ◽  
The Devil

National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Sports and recreation facilities in schools – history and present state

2021 ◽  
Vol 4 (1) ◽  
pp. 89-113
Author(s):  
Anna Pawlikowska-Piechotka
Keyword(s):  
Physical Education ◽  
Individual Student ◽  
Sports Facilities ◽  
Ministry Of Education ◽  
National Education ◽  
The Public ◽  
School Activities ◽  
School Sports ◽  
The Individual ◽  
The 19Th Century

The tradition of school sports facilities has its roots in ancient civilizations, primarily in ancient Greece. The preserved ruins of gymnasiums at Delphi, Olympia, Millet, Priene, Dedina, Pergamon, Ephesus or Thermessos, document well that sports facilities were a major part of the education system. They served not only for students and sports training but were opened to the public, used for social gatherings, political meetings and disputes. Contemporary school sports facilities derived from the 19th-century concept of the school’s educational program. It also included the indoor and outdoor physical education classes and facilities used for ‘body-building exercises’ - as it was named. In Poland, according to the current basic curriculum of the Ministry of National Education, the goal of physical education is to shape the long life habit of physical activity. The school activities should develop the appropriate interests and attitudes of students. Therefore, school activities should meet the needs, interests and abilities of the individual student as fully as possible. The present regulations of the Ministry of Education demand, that such classes should take place in a well-equipped sports hall or on a school playground.

Packaging the Promise: Money, Messaging, and Misalignment

2021 ◽  
Vol 123 (6) ◽  
pp. 1-38
Author(s):  
Debbie H. Kim ◽  
Kelly Krupa Rifelj
Keyword(s):  
Public Schools ◽  
Theory Of Change ◽  
Organizational Level ◽  
School Staff ◽  
Full Potential ◽  
Financial Barriers ◽  
Structural Support ◽  
Exit Survey ◽  
Policy Tool ◽  
The Individual

Background Promise programs are a quickly spreading policy tool in the free college movement. Despite their rapid spread, promise programs remain generally untested and there is even less information about how they are implemented. Research Questions (1) In what ways were The Degree Project's (TDP) theory of change and intents represented in messaging materials to students and to school staff? 1(a) In what ways did these messages shape conditions (or not) for sensemaking? (2) In what ways did these messages support (or not) students and school staff in changing their practice? (2a) What changes in practice did we see (or not) for students and school staff? Intervention TDP, which was implemented in Milwaukee Public Schools between 2011–15, is the nation's first randomized control trial of a promise program. Freshmen in the treatment group were offered $12,000 for college if they met particular requirements (e.g., average 2.5 GPA, 90% attendance). TDP leaned heavily on marketing materials and personalized letters to students, families, and school staff to communicate its requirements and to provide college access tips. Research Design We analyze messaging materials, climate and exit survey data, and student and school staff interviews to understand how TDP's theory of change and intents were packaged into messaging materials and ultimately enacted among target students and staff. Findings TDP implementation was successful to a point. School staff handed out messaging materials; students understood the requirements and demonstrated an increase in motivation and desire to go to college. However, TDP failed to meet its goal of sending more students to college. Expectations for school staff (hand out flyers and speak to students) versus students were misaligned, contributing to a lack of substantive conversation and structures for students to convert their increased motivation to go to college into actionable practices over time. School staff were already stretched thin and, with no added structural support, were unable to interact more meaningfully with students. Conclusion TDP failed to send more students to college because it targeted change at the individual rather than organizational level. Students exhibited change in their motivation to attend college, but this was not met with the support needed to convert this motivation to meaningful action. To achieve their full potential, such programs will have to not only address financial barriers, but also leverage broader structural supports in schools to help channel increased student motivation in more productive directions.

Winning hearts & minds (!)

2017 ◽  
Vol 54 (6) ◽  
pp. 819-832 ◽  
Author(s):  
Efe Tokdemir
Keyword(s):  
Foreign Aid ◽  
Soft Power ◽  
Public Attitudes ◽  
Regime Type ◽  
Negative Attitudes ◽  
Individual Level ◽  
Policy Tool ◽  
The Us ◽  
The Usa ◽  
The Individual

Foreign aid is a policy tool implemented with the purpose of fostering both hard and soft power abroad. Yet, previous research has not probed the effects of US foreign aid on public attitudes toward the US in the recipient countries. In this article, I argue that US foreign aid may actually feed anti-Americanism: aid indirectly creates winners and losers in the recipient countries, such that politically discontented people may blame the US for the survival of the prevailing regime. Drawing on Pew Research for Global Attitudes and on USAID Greenbook datasets, I focus on determining both the conditions under which foreign aid exacerbates anti-Americanism and the type of aid most likely to do this. The findings reveal that political losers of the recipient countries are more likely to express negative attitudes toward the USA as the amount of US aid increases, whereas political winners enjoy the results of US aid and view the USA positively accordingly. Moreover, the effect of US aid on attitudes toward the USA is also conditional on the regime type. While US aid increases the likelihood of anti-American attitudes among the losers in non-democratic countries, it decreases the likelihood of anti-Americanism among the losers in democratic ones. This article has important implications for policy in terms of determining how and to whom to provide aid in the context of the possible ramifications of providing aid at the individual level.

scholarly journals STRESS RESISTANCE AND COPY STRATEGIES OF STUDENTS ’BEHAVIOR DURING THE EDUCATIONAL PROCESS IN HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 98-107
Author(s):  
Andrii Cherkashyn
Keyword(s):  
Higher Education ◽  
Stress Resistance ◽  
Mental Stress ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Self Control ◽  
Psychological Science ◽  
Effective Activity ◽  
Low Levels ◽  
The Individual

The article considers the main approaches to the problem of stress resistance of students in higher education institutions of Ukraine. It is determined that a number of scientists consider stress resistance as a property of the individual that determines its effective activity, and others as cognitively conditioned mechanisms for overcoming stress. It is noted that in psychological science there are other views on the stress resistance of the individual, but when studying the stress resistance of students in the educational process of higher education, it is advisable to use the above approaches. Studies suggest that most students have low levels of psychological stress, mental stress and medium, high levels of resilience. The main coping strategies of students’ behavior in stressful situations are “confrontational coping”, “avoidance”, “self-control” and “problem solving planning”.

scholarly journals Scholarship and the Bahá’í Community

1988 ◽  
Vol 1 (1) ◽  
pp. 25-38
Author(s):  
Moojan Momen
Keyword(s):  
Growth And Development ◽  
Spiritual Life ◽  
Individual Student ◽  
Good Fortune ◽  
Baha'i Faith ◽  
The World ◽  
History Of ◽  
Formal Basis ◽  
The Individual ◽  
Vast Range

As the Bahá’í Faith emerges from obscurity, Bahá’í scholars will have an important role in three fields: the presentation of Bahá’í Faith to the world; the defense of the Bahá’í Faith from attacks; and the intellectual growth and development of the Bahá’í community. This paper discusses the question of the place of scholarship in the Bahá’í community. The value of Bahá’í studies to the Bahá’í community is analyzed. The problems that may arise for Bahá’í scholars in relation to their own spiritual life and also in relation to the Bahá’í community are discussed. Some suggestions are then made with regard to the question of what academic approaches are most likely to be fruitful in the study of the Bahá’í Faith. Finally, consideration is given to the mutual obligations of the Bahá’í scholar and the Bahá’í community (in particular, the Bahá’í administrative institutions). Every Bahá’í who surveys the vast range of doctrines and concepts enshrined in the holy writings of the Bahá’í Faith or whose imagination is captured by the intensity of its brief history must, to some extent, be inspired to make a more thorough study of some aspect that interests him or her. To some is given the good fortune to have both the opportunity and inclination to put this study on a more formal basis. Whether this be at an institute of learning or through private study and research, there are many areas of the teachings and history of the Bahá’í Faith that invite painstaking research and thoughtful analysis. Such study is of great benefit to the Bahá’í community as a whole, quite apart from the immense satisfaction that it can bring to the individual student. There are also dangers in such study, particularly for the individual concerned, and often the extent of this danger is not appreciated by someone just setting out on such a course of study.

scholarly journals PENGARUH SKEMA KOMPENSASI, SELF EFFICACY DAN PENALARAN MORAL TERHADAP SLACK BUDGETING

2019 ◽  
Vol 4 (1) ◽  
pp. 77-96
Author(s):  
Nayang Helmayunita ◽  
Ade Elsa Betavia
Keyword(s):  
Moral Reasoning ◽  
Laboratory Experiment ◽  
Self Efficacy ◽  
Accounting Students ◽  
State University ◽  
Compensation Scheme ◽  
Budgetary Slack ◽  
Causal Factors ◽  
Low Levels ◽  
The Individual

This study aims to examine the effect of compensation schemes, self efficacy and moral reasoning on slack budgeting. In this study the hypothesis is proposed that in the slack inducing compensation scheme the slack budgeting will be greater than using the truth inducing compensation scheme, then managers with low self efficacy will do slack budgeting compared to those with high self efficacy. It is also proposed that the individual with low moral reasoning will do slack budgeting rather than the individual with high moral reasoning. The research design in this study was a quasi 2 x 2 laboratory experiment, with Accounting students who had sat in the 5th semester of Padang State University as lower level managers who participated in budgeting. The statistical method used to test the hypothesis is two-way ANOVA. This study provides results that the compensation scheme can affect slack budgeting actions, self efficacy has no effect on slack budgeting actions, and the interaction between slack inducing compensation schemes with low self efficacy has no effect on slack budgeting actions. Moral reasoning affects slack budgeting actions, and at lower level managers who have low levels of moral reasoning and low levels of self efficacy, interactions with slack inducing compensation schemes affect slack budgeting actions. The results of this study can contribute in the management accounting literature related to budgetary slack and its causal factors. Keyword: Slack Budgeting, Compensation Schemes, Self Efficacy, and Moral Reasoning.

scholarly journals Evaluation of a Mobile Web Application for Assessment Feedback

2021 ◽  
Author(s):  
Mireilla Bikanga Ada
Keyword(s):  
Web Application ◽  
Individual Student ◽  
Enabling Technology ◽  
Mobile Web ◽  
Group Feedback ◽  
Assessment Feedback ◽  
Sequential Explanatory Mixed Method ◽  
The Individual ◽  
Summative Feedback ◽  
Insight Into

AbstractThis paper reports an evaluation of a mobile web application, “MyFeedBack”, that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution’s learning environment/management system “Moodle”. The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in “Moodle”, (b) formative feedback in “MyFeedBack”, and (c) summative feedback in “MyFeedBack”. Overall, results showed a statistically significant more positive attitude towards “MyFeedBack” than “Moodle”, with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature—(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students—are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.

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