scholarly journals What Kind of School Organizational Decisions Serve to Enhance Sustainable Personal and Social Growth?

2021 ◽  
Vol 13 (17) ◽  
pp. 9995
Author(s):  
José Víctor Orón Semper ◽  
Inmaculada Lizasoain ◽  
Jaione Abaurrea ◽  
Concepción González-García ◽  
Esperanza Ayuga-Téllez
Keyword(s):  
Academic Achievement ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
Academic Life ◽  
Educational Decisions ◽  
Social Growth ◽  
Teacher Student ◽  
Key Factor ◽  
International Assessment

Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantly affect it. The results suggest that carefully attending to interpersonal relationships is the key factor behind all the educational decisions which generate sustainable socio-personal development.

Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors

2006 ◽  
Vol 54 (2) ◽  
pp. 138-153 ◽  
Author(s):  
Charles P Schmidt ◽  
Stephen F. Zdzinski ◽  
Dennis L. Ballard
Keyword(s):  
Academic Achievement ◽  
Music Education ◽  
Personal Development ◽  
Self Concept ◽  
Career Goals ◽  
Education Majors ◽  
Class Level ◽  
School Teaching ◽  
Music Education Majors

This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and self-concept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69. 4 % reported public school teaching as an immediate career goal, and 49.3 % reported it as a long-term goal. Significantly greater numbers of women (62.7%) than men (3 7.3 %) indicated public school teaching as the long term goal. Means for self concept in music dif fered by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.

“She Calls Me by My Last Name”: Exploring Adolescent Perceptions of Positive Teacher-Student Relationships

2016 ◽  
Vol 33 (3) ◽  
pp. 332-362 ◽  
Author(s):  
Mark Vincent B. Yu ◽  
Haley E. Johnson ◽  
Nancy L. Deutsch ◽  
Shannon M. Varga
Keyword(s):  
Youth Development ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
Student Perspective ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Adolescent Perceptions

Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of “free” and “same-level” conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents’ developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.

scholarly journals Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions

2019 ◽  
Vol 49 (5) ◽  
pp. 1057-1072 ◽  
Author(s):  
Noona Kiuru ◽  
Ming-Te Wang ◽  
Katariina Salmela-Aro ◽  
Lasse Kannas ◽  
Timo Ahonen ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Interpersonal Relationships ◽  
Well Being ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
High Quality ◽  
Reciprocal Associations

AbstractA youth’s ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school. Data were collected from 848 Finnish adolescents (54% girls, mean age at the outset 12.3 years) over the course of sixth and seventh grade. The results support a transactional model illustrating the reciprocal associations between the quality of interpersonal relationships and school well-being during the transition to lower secondary school. As such, the presence of high quality interpersonal relationships promoted higher academic achievement through increased school well-being, whereas high school well-being promoted higher subsequent academic achievement through increased quality of interpersonal relationships. Overall, the results suggest that promoting learning outcomes and helping adolescents with challenges during educational transitions is a critical part of supporting school well-being and the formation of high-quality interpersonal relationships.

Attachment of oral bacteria to titanium surfaces: An SEM study

1994 ◽  
Vol 52 ◽  
pp. 468-469
Author(s):  
J. E. Laffoon ◽  
R. L. Anderson ◽  
J. C. Keller ◽  
C. D. Wu-Yuan
Keyword(s):  
Technical Problem ◽  
Titanium Implant ◽  
Oral Bacteria ◽  
Bacterial Cells ◽  
Thin Sections ◽  
Surface Ultrastructure ◽  
Sem Study ◽  
Key Factor ◽  
Titanium Surfaces

Titanium (Ti) dental implants have been used widely for many years. Long term implant failures are related, in part, to the development of peri-implantitis frequently associated with bacteria. Bacterial adherence and colonization have been considered a key factor in the pathogenesis of many biomaterial based infections. Without the initial attachment of oral bacteria to Ti-implant surfaces, subsequent polymicrobial accumulation and colonization leading to peri-implant disease cannot occur. The overall goal of this study is to examine the implant-oral bacterial interfaces and gain a greater understanding of their attachment characteristics and mechanisms. Since the detailed cell surface ultrastructure involved in attachment is only discernible at the electron microscopy level, the study is complicated by the technical problem of obtaining titanium implant and attached bacterial cells in the same ultra-thin sections. In this study, a technique was developed to facilitate the study of Ti implant-bacteria interface.Discs of polymerized Spurr’s resin (12 mm x 5 mm) were formed to a thickness of approximately 3 mm using an EM block holder (Fig. 1). Titanium was then deposited by vacuum deposition to a film thickness of 300Å (Fig. 2).

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Subjectivity as a factor personal and professional development of a police officer

2020 ◽  
Vol 2020 (4) ◽  
pp. 190-197
Author(s):  
Aleksandr Gorelov ◽  
Stanislav Gorelov ◽  
Nikolay Silkin
Keyword(s):  
Law Enforcement ◽  
Interpersonal Relationships ◽  
Traditional Learning ◽  
Deterministic System ◽  
Educational Organizations ◽  
Traditional System ◽  
Self Development ◽  
Fundamental Research ◽  
Internal Affairs

The results of analytical studies of the subject and subjectivity in relation to law enforcement officers based on the academicians Eddy V. Sayko and Anatoly A. Derkach’s fundamental research are presented in the article. Service in the internal Affairs bodies is a deterministic system. It is characterized by huge information flows, extreme neuropsychic and emotional loads, and complex interpersonal relationships. In this regard, increased requirements are imposed on employees of all levels of the law enforcement system. After studying the long-term dynamics of the level of readiness of cadets of educational organizations of the Ministry of internal Affairs of Russia in the framework of self-development, it can be concluded that specialized competencies formed in the classroom according to the traditional system are not transformedinto skills of the highest order. Based on the research, the obvious problem of further improving the methodology of teaching competent actions in the course of performing operational and service tasks in various conditions is revealed. It is reasonable that the traditional learning process involves the development of a specific algorithm of actions in standard situations of operational and service activities, and when introducing various tasks of modeling typical situations, students often cannot complete the task in changing conditions (beyond the standard).

Designing a CRM Framework for online & offline sports footwear retailers

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rodrigo Cueva ◽  
Guillem Rufian ◽  
Maria Gabriela Valdes
Keyword(s):  
Environmental Changes ◽  
Customer Relationship ◽  
Business Strategies ◽  
Economic Sectors ◽  
Running Shoes ◽  
Brick And Mortar ◽  
Key Factor ◽  
On Line ◽  
The Impact

The use of Customer Relationship Managers to foster customers loyalty has become one of the most common business strategies in the past years.  However, CRM solutions do not fill the abundance of happily ever-after relationships that business needs, and each client’s perception is different in the buying process.  Therefore, the experience must be precise, in order to extend the loyalty period of a customer as much as possible. One of the economic sectors in which CRM’s have improved this experience is retailing, where the personalized attention to the customer is a key factor.  However, brick and mortar experiences are not enough to be aware in how environmental changes could affect the industry trends in the long term.  A base unified theoretical framework must be taken into consideration, in order to develop an adaptable model for constructing or implementing CRMs into companies. Thanks to this approximation, the information is complemented, and the outcome will increment the quality in any Marketing/Sales initiative. The goal of this article is to explore the different factors grouped by three main domains within the impact of service quality, from a consumer’s perspective, in both on-line and off-line retailing sector.  Secondly, we plan to go a step further and extract base guidelines about previous analysis for designing CRM’s solutions focused on the loyalty of the customers for a specific retailing sector and its product: Sports Running Shoes.

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