An Integrated Framework for Sustainable Schools

2016 ◽  
Vol 6 (2) ◽  
pp. 30-38
Author(s):  
Ting Wang
Keyword(s):  
Theory Of Planned Behavior ◽  
Human Factors ◽  
Environmental Protection ◽  
Human Behavior ◽  
School Leaders ◽  
School Practices ◽  
The Core ◽  
Teachers And Students ◽  
Green School ◽  
Sustainable Schools

This article proposes a framework which presents a general overview of the key components within school scenario in relation to going green. Three important human factors are covered by the framework. They are school leaders, teachers, and students. Each of the groups contributes to implementing green school practices successfully through analysis. School leaders' attitudes are very decisive at the beginning of a new program. Teachers, who link both school leaders and students, undertake important roles of spreading and performing green school practices. Besides, students are the core of the framework. Going green cannot be finally realized if students are unwilling to participate and have weak awareness of environmental protection. In order to test whether the three groups of people are going to cooperate in implementing green school practices, the framework suggest following the theory of planned behavior (TPB). It is a theory widely used for checking human behavior and intentions. The article ends in presenting recommendations and research possibilities for implementing green school practices based on the proposed framework.

Integrating Sustainability into School Practices

2015 ◽  
pp. 330-341
Author(s):  
Ting Wang
Keyword(s):  
General Public ◽  
School Leaders ◽  
Social Pressure ◽  
Education For Sustainability ◽  
Human Knowledge ◽  
Green Schools ◽  
School Practices ◽  
General Overview ◽  
Proposed Model ◽  
Green School

Education for sustainability remains fragmented because human knowledge of green schools and sustainability is not enough. This chapter develops a model to help school leaders and the general public to understand the importance of building green schools and implementing sustainable practices. This model provides a general overview of how to integrate sustainability into school practices. Student awareness is the key of the model, which indicates that sustainability can be realized at school if students have stronger environmental awareness. School leaders' attitudes are very decisive at the beginning of a new program. Meanwhile, school leaders have to face social pressure, which would ease the program or make it difficult to be implemented. Last but not least, some potential impacts, such as funding issues, could impact the implementation of green school practices. The chapter ends in presenting recommendations for implementing green school practices based on the proposed model.

Creating Multiple Sites of Engagement for Music Learning

2020 ◽  
pp. 87-104
Author(s):  
Jonathan Savage
Keyword(s):  
Social Media ◽  
Music Education ◽  
Careful Consideration ◽  
Music Learning ◽  
The Core ◽  
The United Kingdom ◽  
Teachers And Students ◽  
Meaningful Relationships ◽  
Mindful Teaching ◽  
Specific Technology

Music education exists in multiple spaces. Within formal approaches to music education in academic institutions, there has been an acknowledgment that more informal pedagogical approaches can be useful (as evidenced in the work of movements such as Musical Futures). However, constructive links between formal and informal contexts for music education remain difficult to navigate for many teachers. Within the United Kingdom, the newly defined roles for music education hubs have made some headway in recasting these relationships in a more productive direction. Similarly, social media has an important role to play in developing new relationships between key agencies within music education. Like any specific technology, there are positive affordances and more negative limitations to such approaches. People have a complex relationship with technology, but they are not gadgets! Lanier’s (2010) thesis argues strongly that recent cultural developments can deaden personal interaction, stifle genuine inventiveness, and change people. Within an educational setting, careful consideration needs to be given to the affordances and limitations of social media. For teachers and designers of learning spaces and opportunities, pedagogy should be underpinned by careful, mindful choices—including wise choices about the tools that teachers and students are using. It is about a focus on the core, asking: What is the key learning that this music lesson is facilitating? Is this tool the best one for the job? Does this tool or approach allow one to teach music musically? Done skillfully and conscientiously, social media can help develop collaborative approaches to music education that provide teachers with pedagogical strength and security. They result in mindful teaching and mindful learning that will last a lifetime. They can also help teachers develop meaningful relationships with students that help them make sense of their musical experiences in whatever context they have emerged through: a truly, “joined-up” approach to music education with the student at the core.

Interdisciplinary Human Factors Curricula for Individualized, Independent Study

2020 ◽  
Vol 64 (1) ◽  
pp. 1390-1394
Author(s):  
Esa M. Rantanen ◽  
Hamza Khammash ◽  
James C. Hall
Keyword(s):  
Human Factors ◽  
Core Competencies ◽  
Panel Discussion ◽  
Independent Study ◽  
New Professionals ◽  
Interdisciplinary Programs ◽  
The Core ◽  
Disciplinary Programs ◽  
Board Of Certification ◽  
University Course

Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

Understanding Charter School Leaders’ Perceptions of Competition in Arizona

2021 ◽  
pp. 0013161X2110373
Author(s):  
Benjamin Creed ◽  
Huriya Jabbar ◽  
Michael Scott
Keyword(s):  
Logistic Regression ◽  
School Choice ◽  
Charter School ◽  
Fixed Effects ◽  
Regression Models ◽  
School Leaders ◽  
State Level ◽  
Local Market ◽  
School Practices ◽  
Logistic Regression Models

Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’ responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders’ responses to competition. Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling “top competitor” schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school’s quality and the level of perceived competition. Implications for Research and Practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.

Unreasonably Dangerous

1987 ◽  
Vol 31 (5) ◽  
pp. 600-604
Author(s):  
Michael W. Riley ◽  
David J. Cochran ◽  
Ram R. Bishu
Keyword(s):  
Human Factors ◽  
Human Behavior ◽  
Environmental Conditions ◽  
Good Manufacturing Practice ◽  
Human Errors ◽  
Factors Influencing ◽  
Human Capability

Human factors specialists need to assess products and situations to determine a level of dangerousness. This paper outlines the factors of such an analysis and suggests a procedure to use. Aspects of human behavior, environmental conditions, potential for encountering sources of energy and good manufacturing practice are addressed. The key elements of human capability and expectation are outlined. Products and activities that have inherent danger are discussed. Human errors and the factors influencing dangerous situations are discussed.

scholarly journals School Leadership in a Contradictory World

2012 ◽  
Vol 31 (1) ◽  
pp. 15 ◽  
Author(s):  
Lejf Moos
Keyword(s):  
Welfare State ◽  
School Leadership ◽  
School Leaders ◽  
Public Governance ◽  
National Policies ◽  
The Core ◽  
National Values ◽  
General Movement

<p>The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of transnational influences with national values and practises are discussed in the case of Danish education and school leadership. School leaders are left with a number of dilemmas between traditional, welfare state values and neo-liberal values. They have to find locally satisfying balances between academic proficiencies and competences of curiosity and deliberation.</p>

Erratum to “Explaining Cyberloafing: The Role of the Theory of Planned Behavior” [Computers in Human Behavior 36C 510–519]

2019 ◽  
Vol 90 ◽  
pp. 284
Author(s):  
Kevin Askew ◽  
John E. Buckner ◽  
Meng U. Taing ◽  
Alex Ilie ◽  
Jeremy A. Bauer ◽  
...  
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Human Behavior

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals Research on key influence factors of creativity development of applied undergraduates based on PCA

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiangmin Ren ◽  
Jingwei Yu
Keyword(s):  
Principal Component Analysis ◽  
Influence Factors ◽  
Principal Component ◽  
Heilongjiang Province ◽  
Key Factors ◽  
Factors Affecting ◽  
The Core ◽  
Creativity Development ◽  
Teachers And Students ◽  
Core Characteristics

Abstract Creativity is one of the core characteristics of talent; for this reason, the creativity development of applied undergraduates should be one of the basic components of their education. This article gives an overview of the meaning of the creativity of applied undergraduates and makes a literature knowledge-mining and expert investigation on the factors affecting the creativity development. We obtained more than 100 influencing factors, filtered out the duplicative factors, and formed the remaining factors into a questionnaire. A survey was conducted among 1460 teachers and students of some applied undergraduates in Heilongjiang Province. By using principal component analysis (PCA) to analyse the questionnaire, the key factors that affect the creativity development of applied undergraduates are obtained, and the key factors are systematically analysed. According to the results of the analysis, the specific ways and methods of the creativity development of applied undergraduates are put forward.

Sign in / Sign up

Export Citation Format

Share Document