An Adlerian Typology of School Learning Environments and Children's Feelings of Inferiority

1980 ◽  
Vol 47 (3) ◽  
pp. 787-794
Author(s):  
Kevin Marjoribanks
Keyword(s):  
School Environment ◽  
Strong Support ◽  
Self Esteem ◽  
Mutual Aid ◽  
School Environments ◽  
School Communities ◽  
New School ◽  
Work Community ◽  
School Learning ◽  
Supportive Community

Canonical correlation analysis was used to examine a proposition derived from Adler's Theory of Individual Psychology that, if children perceive their school learning environment as consisting of interrelated supportive communities then they express diminished feelings of inferiority at school. A new school environment scale was constructed using Adler's typology of school environments as a framework. The scale assesses five interrelated school communities identified and labeled as the work community, administrative community, community of conversation, community of mutual aid, and the community of life and experience. Feelings of school inferiority were defined by six characteristics selected from Adler's model of inferiority-superiority dynamics and were labeled the feelings of displeasure with school, fear of humiliation at school, feelings of ignorance with schoolwork, lack of orientation at school, feelings of being deprived at school, and lack of self-esteem at school. From an analysis involving 540 12-yr.-old Australian children the findings provide strong support for the Adlerian proposition that children's low feelings of inferiority at school are associated with their perceptions of a school environment as an interrelated set of supportive community contexts.

Awareness of Technology in an Elementary School Environment

1993 ◽  
Vol 72 (3) ◽  
pp. 734-734
Author(s):  
Cynthia J. Hutchinson ◽  
Charles D. Dziuban
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Self Esteem

This paper describes the results of a program for enhancing technology awareness of 73 students and 35 teachers in an elementary school environment using a program designed for students' exploration of careers and enhanced self-esteem. Analysis indicated that teachers increased their knowledge of technology.

ON THE MULTIDIMENSIONAL VERSUS UNIDIMENSIONAL PERSPECTIVES OF SELF-ESTEEM: A TEST USING THE GROUP-COMPARISON APPROACH

1991 ◽  
Vol 19 (2) ◽  
pp. 121-132 ◽  
Author(s):  
Robert J. Vallerand ◽  
Luc G. Pelletier ◽  
Françoys Gagné
Keyword(s):  
Strong Support ◽  
Self Esteem ◽  
Cognitive Domain ◽  
Male Students ◽  
Group Comparison ◽  
Male And Female ◽  
Comparison Approach ◽  
Sports And Physical Activity ◽  
Talented Students ◽  
Regular Students

The purpose of the present studies was to test the unidimensional versus the multidimensional perspectives of self-esteem using a group-comparison approach. In the first study, male and female talented and regular students completed the Perceived Competence Scale (Harter, 1982). This scale assesses self-esteem in three life domains: cognitive (school), physical (sports and physical activity), and social, as well as general self-esteem. Results showed that talented students had higher self-esteem than regular students only in the cognitive domain. In Study 2, we sought to replicate and extend these findings to the context of sports. Male and female talented and regular swimmers completed the PCS as well as a swimming self-esteem subscale. Results showed that talented swimmers had significantly higher levels of swimming self-esteem than regular swimmers. Talented swimmers also reported higher levels of physical self-esteem although to a lesser extent. In addition, male students reported higher levels of self-esteem than females in the physical domain (Studies 1 and 2), as well as in swimming (Study 2). These findings were interpreted as providing strong support for the multidimensional view of self-esteem.

Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia

2020 ◽  
Author(s):  
Yeny Kusumawati ◽  
◽  
Fresty Africia ◽  
Keyword(s):  
High School ◽  
Policy Implementation ◽  
School Environment ◽  
School Policy ◽  
School Environments ◽  
Analysis Technique ◽  
Edward Iii ◽  
Homeroom Teachers ◽  
Guidance Teachers ◽  
Resource Factor

ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: [email protected]. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01

The Elementary School Counselor's Role in Fostering Caring School Communities

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Jennifer J. Lindwall ◽  
Hardin L. K. Coleman
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Elementary School Counselors ◽  
School Communities ◽  
Effective Strategies ◽  
Core Set ◽  
Personal Experiences ◽  
Caring School Community

The school counselor can play a key role in fostering a caring school community (CSC). The counselor can engage in a comprehensive, preventive, and developmental intervention that helps to promote a sense of belongingness. Furthermore, this intervention reflects a strengths-based counseling approach because it considers how contextual changes can be made to promote overall development of youth. Seven elementary school counselors’ perspectives were examined for their understanding about what constitutes a CSC and how they help to facilitate such a context. The school counselors in the study reported the following: There are a core set of elements that they believe make up a CSC; they draw upon their personal experiences within the school environment to help them understand how their CSC efforts can best be implemented; they implement a set of effective strategies to foster a CSC; and they utilize a shared guiding philosophy that is reflected by their efforts to foster a CSC.

scholarly journals Literature Focus Units as a Means of Exploring the Refugee Experience

2017 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Sang Hwang ◽  
Betty Coneway
Keyword(s):  
School Environment ◽  
Cross Cultural ◽  
Student Groups ◽  
New School ◽  
Cross Cultural Communication ◽  
Diverse Student ◽  
Refugee Literature ◽  
Refugee Experience ◽  
Insight Into ◽  
A Current

<p>Changes in the nation’s demographics, a current focus on immigration, and the world’s refugee crisis require educators to explore positive ways to assist students and families in transition. This article suggests using refugee literature to help ease children into the new school environment. Books associated with the refugee theme are organized using the literature focus unit framework. Four specific children’s literature titles are highlighted within the piece; however, the suggested books and activities are provided as a model to assist teachers in gaining new insight into how they can use cross-cultural communication to explore the refugee experience. We propose that through this exemplar unit, teachers can learn about authentic instructional approaches that may help them meet the multicultural needs of a variety of diverse student groups.</p>

scholarly journals The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior

2013 ◽  
Vol 5 (1) ◽  
pp. 32-64 ◽  
Author(s):  
Marianne Bertrand ◽  
Jessica Pan
Keyword(s):  
Disruptive Behavior ◽  
Home Environment ◽  
Gender Gap ◽  
School Environment ◽  
Social Influences ◽  
Single Mother ◽  
School Environments ◽  
Early School ◽  
Key Features ◽  
Home And School

This paper explores the importance of the home and school environments in explaining the gender gap in disruptive behavior. We document large differences in the gender gap across key features of the home environment—boys do especially poorly in broken families. In contrast, we find little impact of the early school environment on noncognitive gaps. Differences in endowments explain a small part of boys' noncognitive deficit in single-mother families. More importantly, noncognitive returns to parental inputs differ markedly by gender. Broken families are associated with worse parental inputs, and boys' noncognitive development, unlike that of girls', appears extremely responsive to such inputs. (JEL I21, J12, J13, J16, Z13)

If It Ain’t Broke, Don’t Fix It

2011 ◽  
Vol 14 (4) ◽  
pp. 22-30 ◽  
Author(s):  
Jennifer K. Clayton ◽  
Bryce Johnson
Keyword(s):  
Academic Success ◽  
Leadership Style ◽  
School Leaders ◽  
Transition Process ◽  
Short Term ◽  
School Communities ◽  
New School ◽  
Background Data ◽  
New Buildings

This case uncovers the balance between school culture and academic success that school leaders must consider while leading their schools. New school leaders as well as experienced leaders transitioning into new buildings find that each school has its own distinctive culture. The existing culture and ethos of a school must be considered as leaders gauge the need for short-term and long-term improvements. This must be balanced with the experiences and expectations brought by the leader that have the ability to create positive change. This transition process should not be taken lightly, and administrators should carefully observe what traditions their new school communities value when considering what change needs to be incorporated. This case uncovers the need for new building principals to reflect and analyze background data, both qualitative and quantitative, prior to mandating change in their building. In that sense, it gives aspiring leaders an opportunity to reflect on leadership style and whether there is an opportunity to contextualize that style.

Interrater Reliability of the ENERGY Photo-Rating Instrument for School Environments Related to Physical Activity and Eating

2016 ◽  
Vol 13 (4) ◽  
pp. 433-439
Author(s):  
Teatske Altenburg ◽  
Saskia te Velde ◽  
Kai-Jan Chiu ◽  
George Moschonis ◽  
Yannis Manios ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Interrater Reliability ◽  
Overweight And Obesity ◽  
School Environments ◽  
Cohen’S Kappa ◽  
Cohen's Kappa ◽  
Rating Instrument

Background:The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the interrater reliability for rating characteristics of primary school environments related to physical activity and eating.Methods:Photos taken at 172 primary schools in 7 European countries were rated according to a standardized protocol. Briefly, after categorizing all photos in subsections of physical activity or eating opportunities, 2 researchers independently rated aspects of safety, functionality, aesthetics, type of food/drinks advertised, type/variety of foods provided. Interrater reliability was assessed using the intraclass correlation coefficient (ICC) and Cohen’s kappa.Results:Six subsections of the photo-rating instrument showed excellent (ICC or Cohen’s kappa ≥0.81) or good (ICC or Cohen’s kappa 0.61 to 0.80) interrater reliability. Outdoor physical activity facilities (ICC = 0.54) showed moderate, and school canteens (Cohen’s kappa = 0.05) and vending machines showed poor (Cohen’s kappa = 0.16) interrater reliability.Conclusion:Interrater reliability of the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) photo-rating instrument was good-to-excellent for 6 out of 9 characteristics of primary school environment components related to physical activity and eating.

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