scholarly journals Attitudes of Teachers Who Implement School Mediation Programmes

2018 ◽  
Vol 1 (2) ◽  
pp. p16
Author(s):  
Konstantinos Karakiozis ◽  
Evangelos C. Papakitsos
Keyword(s):  
Qualitative Research ◽  
School Climate ◽  
Behavioral Problems ◽  
Peer Mediation ◽  
School Context ◽  
Education Programme ◽  
Social Characteristics ◽  
Student Centered ◽  
Attitudes And Behaviors ◽  
Changing Attitudes

School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.

scholarly journals Reframing Aging in Contemporary Politics: Building Momentum

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 681-681
Author(s):  
Patricia D'Antonio
Keyword(s):  
Social Change ◽  
Older People ◽  
Evidence Based ◽  
Negative Attitudes ◽  
Attitudes And Behaviors ◽  
Contemporary Politics ◽  
Perceptions Of Aging ◽  
The Many ◽  
Changing Attitudes

Abstract Changing American culture is challenging and changing attitudes and behaviors around the universal experience of aging especially so. Unless the field of advocates who care about aging issues cultivates a more visible, more informed conversation on older people, it will remain difficult to advance the systemic changes needed to adjust to a society with increased and increasing longevity. Advocates will need to be vigilant to avoid cueing negative attitudes towards aging and aging policies. The Reframing Aging Initiative is a long-term, social change endeavor designed to improve the public’s understanding of what aging means and the many contributions older people bring to society. Using evidence-based research, the initiative seeks to teach advocates how to tell an effective story about aging that will promote positive perceptions of aging and reduce ageism. The time to change the conversation is now.

scholarly journals A qualitative research of adolescents with behavioral problems about their experience in a dialectical behavior therapy skills training group

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Eva Sesma Pardo ◽  
Aránzazu Fernández Rivas ◽  
Pablo Orgaz Barnier ◽  
Marina Beá Mirabent ◽  
Iñaki Kerexeta Lizeaga ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Behavioral Problems ◽  
Training Group ◽  
Skills Training ◽  
Skills Training Group

scholarly journals The creativity and character in Korea teacher education

2021 ◽  
Vol 11 (1) ◽  
pp. 01-08
Author(s):  
Yonsuk Chae
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Daily Life ◽  
Education Programme ◽  
General Character ◽  
Moral Standards ◽  
University Life ◽  
Depth Interviews ◽  
Absorption Level

Creativity is the ability of people to be innovative in their approach to problems, situations and life in general. Character is a person’s moral standards. Creativity and character are two concepts that are essential in the teaching process. A teacher can influence their student’s character and they can improve the student’s absorption level through innovative ways of teaching. This study reports the implementation of an education programme for pre-service teachers in Korea and how the programme affected their creativity and character. It was a qualitative research that collected data from in-depth interviews with 13 participants from the programme. Pre-teachers indicated that they often distinguished clearly between the competence of creativity, an example of its occurrence in the classroom and what feature of that example made it creative to be self-developed. The implementation of the programme encouraged student teachers to inter-communicate and share ideas among others within the classroom.   Keywords: Creativity, character, German daily life, German university life, Korea, teacher, education.

Combating the “Gimme More” Mindset in Modern Classrooms

2016 ◽  
pp. 734-746
Author(s):  
Marian Evelyn Irwin
Keyword(s):  
Qualitative Research ◽  
World War Ii ◽  
Research Methodology ◽  
Economic Status ◽  
Individual Choice ◽  
World War ◽  
Attitudes And Behaviors ◽  
Socio Economic Status ◽  
Qualitative Research Methodology ◽  
Core Issue

A primary goal of this chapter is to explore the phenomenon of increased attitudes and behaviors of entitlement among youth in modern America. With a basis that the increase is a result of social mindset shifts of post-World War II America, instances of the “Gimme More” mindset will be explored using qualitative research methodology stemming from the author's experiences and research as an educator. Moreover, the author will provide ways in which educators can combat this character-threatening mentality and help develop more accountable and empathetic citizens despite grade level, race, socio-economic status, and other elements that sometimes detract from a core issue and diverge from individual choice. This explanation will cover ideas that, if reflected accurately and consistently, can transcend to the human race, not certain races by exclusion or exception. While issues of intersectionality must be understood and discussed, they are not widely addressed in this chapter, and they do not ultimately thwart ambitions of global citizenship in the context that is explored here.

scholarly journals Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate

2019 ◽  
Vol 16 (13) ◽  
pp. 2384 ◽  
Author(s):  
Gonzalo Del Moral ◽  
Cristian Suárez-Relinque ◽  
Juan E. Callejas ◽  
Gonzalo Musitu
Keyword(s):  
School Climate ◽  
Positive Attitude ◽  
School Adjustment ◽  
School Context ◽  
Age Group ◽  
Independent Variables ◽  
Institutional Authority ◽  
Social Reputation ◽  
Family Variables ◽  
Practical Implications

Research into child-to-parent violence (CPV) has focused mainly on the description of individual and family variables of adolescents. It is observed that the school context has received little attention despite being a context of development of great importance. In order to deepen the understanding in this field, the objective of this study was to analyze the relationships between child-to-parent violence (CPV) and the attitude towards authority, social reputation and school climate. A total of 2101 Spanish adolescents (50.1% males and 49.9% females) from 13 to 18 years participated. A multivariate factorial design (MANOVA, 3 × 3) was carried out using as independent variables CPV level and age. It was found that adolescents with high CPV presented lower values of positive attitude towards institutional authority (PATIA) and school climate (involvement, friendships and teacher’s help), and higher values of positive attitude towards the transgression of social norms (PATTSN) and of perceived and ideal non-conformist social reputation (PNCSR and INCSR, respectively). Younger participants obtained the highest PATIA scores and lowest of PNCSR and the 15–16 years age group obtained the highest scores in PATTSN and INCSR. Adolescents aged 17–18 years show the highest scores in involvement and teacher’s help. Also, three interaction effects were found and indicated that there is an improvement in attitudinal and school adjustment indicators according to the age, except in ideal non-conformist social reputation, which has important practical implications.

Student-empowered curricular change

2019 ◽  
Vol 100 (6) ◽  
pp. 13-19
Author(s):  
Lyn Mikel Brown ◽  
Jenny Flaumenhaft
Keyword(s):  
School Climate ◽  
Standardized Test ◽  
Self Determination ◽  
Standardized Test Scores ◽  
Curricular Reform ◽  
Student Empowerment ◽  
Loss Of Control ◽  
Student Centered ◽  
Second Year ◽  
Rural Elementary School

Lyn Mikel Brown and Jenny Flaumenhaft describe the use of student-centered principles to engage in curricular reform in an underresourced rural elementary school. With a specific focus on student empowerment and self-determination, and in collaboration with students and teachers, Transforming Rural Experience in Education (TREE) integrated students’ desire for more movement and time outdoors into the curriculum through project-based activities called somedays and microadventures. Making the curriculum more student-driven has been especially helpful for students who have experienced trauma and a loss of control. In the second year of the curricular redesign, students and teachers are more engaged, school climate has improved, and standardized test scores are up.

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

Beyond the Breakfast Club: Variability in the Effects of Suspensions by School Context

2020 ◽  
Vol 52 (7) ◽  
pp. 1259-1284 ◽  
Author(s):  
Stephanie A. Wiley ◽  
Lee Ann Slocum ◽  
Jennifer O’Neill ◽  
Finn-Aage Esbensen
Keyword(s):  
School Climate ◽  
School Context ◽  
School Dropout ◽  
Behavioral Issues ◽  
Disciplinary Practices ◽  
Student Misbehavior ◽  
The Impact

Rather than mitigating behavioral issues, exclusionary school disciplinary practices can actually increase student misbehavior and school dropout. However, the impact these sanctions have on students may vary based on school climate, particularly whether the environment is inclusive or punitive. Relying on a sample of over 2,000 students within 26 schools, we examine whether school climate shapes the impact of suspension on future delinquency and later school sanctions. We find that suspension is associated with increased misbehavior and additional sanctioning, regardless of school climate. These results suggest that suspensions can cause harm no matter the environment in which they are meted out, and schools should work to reduce their use of exclusionary punishments.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

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