Foregrounding LGBTQ+ parents' perspectives on school supports

For lesbian, gay, bisexual, and transgender (LGBT) youth, schools are often sites of exclusion and victimization. Research has demonstrated that LGBT youth experience elevated rates of victimization and bullying at school relative to their peers, but less research has explored the contexts and characteristics of schools that enable negative attitudes and behaviors toward LGBT youth. The authors examine how US schools construct environments that are unwelcoming and unsafe for LGBT students and largely fail to provide the supports that could improve the school learning climate. They examine strategies and practices employed by educators, students, and education advocates that can disrupt hetero- and gender-normative practices in schools. Specifically, we examine the mechanisms by which LGBT-related school supports—gay–straight alliances (GSAs), comprehensive anti-bullying/harassment school policies, supportive educators, and LGBT-inclusive curricula—support students’ well-being and academic success and challenge the hetero- and gender-normativity embedded in US secondary schools.

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Oral English language proficiency and reading mastery: The role of home language and school supports

The Journal of Educational Research ◽

10.1080/00220671.2014.927341 ◽

2016 ◽

Vol 109 (2) ◽

pp. 122-136

Author(s):

Natalia Palacios ◽

Amanda Kibler

Keyword(s):

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Home Language ◽

Reading Mastery ◽

School Supports

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Evaluasi Program Akselerasi di SMA Negeri 3 Kota Gorontalo

Jurnal Pendidikan Islam Iqra ◽

10.30984/jii.v15i1.1505 ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Zelan Tamrin Danial

Keyword(s):

Human Resources ◽

Policy Implementation ◽

Learning Outcomes ◽

Academic Support ◽

Evaluation Criteria ◽

Product Evaluation ◽

Policy Makers ◽

Accelerated Program ◽

Academic Support Personnel ◽

School Supports

Evaluation Of The Acceleration Program In SMA Negeri 3, Gorontalo. This study aims to: a) evaluate various policies regarding the acceleration program in SMA Negeri 3 Gorontalo city at the context stage, b) evaluate the availability of available resources to support the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the input stage, c) evaluate the implementation of the acceleration program at SMA Negeri 3 Gorontalo city at the stage of the process, and d) evaluate the success achieved in the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the product stage. This study employs an evaluative approach with data collection techniques, such as interview, observation and documentation.The results indicate that; 1) the results of the evaluation context that supports the acceleration program at SMA Negeri 3 Gorontalo city show that there is an acceleration program of policy in SMA Negeri 3 Gorontalo City and the understanding of policy makers about the acceleration program in SMA Negeri 3 Gorontalo city is intensively good , the formulation of the vision and mission of the school supports the policy implementation of the accelerated program, b) the results of the input evaluation show that the input component is a) the availability of human resources, namely teachers and academic support personnel, 2) the availability of facilities and infrastructure that support the implementation of the program (classes, laboratories, IT), d) curriculum, e) student recruitment , f) availability of funds, all of which support the acceleration program at SMA Negeri 3 Gorontalo city, 3) the results of the evaluation of the process show that the stages of the learning process carried out in the acceleration program in SMA Negeri 3 Gorontalo city are very dynamic and support the improvement of the competence of students studying in the accelerated class, and 4) the results of product evaluation indicate that a product stage of the acceleration program at SMA Negeri 3 Gorontalo city , shows that the evaluation criteria for students’ learning outcomes in the accelerated class display good results with an average of 95.75 or very good category.

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Conscious Intra-Personal Development: The Experience Counts

European Journal of Social Sciences ◽

10.26417/153mgv68 ◽

2022 ◽

Vol 5 (1) ◽

pp. 12

Author(s):

Rosalie van Baest

Keyword(s):

Young People ◽

Experiential Education ◽

Personal Development ◽

Development Process ◽

Early Age ◽

School Career ◽

Education Theory ◽

Self Knowledge ◽

The Individual ◽

School Supports

The future of mankind will depend on the ability of the individual to acquire Self-knowledge. The preservation of autonomy of the individual is supported by learning to fathom one's own unconscious and inner being, the undiscovered self. By consciously developing Self-knowledge the possibility originates for the individual to make his own conscious choices and to understand an other human being. It often takes a great deal of effort from an individual to consciously open up to his inner being. Gaining experiences related to intra-personal development and consciously reflecting on those experiences, is essential to keep the conscious intra-personal development process in motion. Education can lend a helping hand during this process, from the start of the school career of children, by making room in the curriculum for affective and experiential education. Theory disturbs the experiential orientation and the focus on emotions. Offer affective and experiential education to children from an early age, with plenty of personal room, and continuing this form of education until they leave school, supports young people to become more and more self-directing. The way in which this form of education is taken care for is crucial for its success.

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THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG

English Community Journal ◽

10.32502/ecj.v2i2.1314 ◽

2019 ◽

Vol 2 (2) ◽

pp. 217

Author(s):

Rahma Dianti ◽

Yunani Atmanegara

Keyword(s):

High Schools ◽

English Language ◽

English Language Teaching ◽

English Learning ◽

Information Communication ◽

Instructional Tools ◽

Ict Implementation ◽

Teachers And Students ◽

School Supports ◽

Main Factor

Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered. The results showed that most English teachers and students integrated ICT in their classroom. ICT was implemented as instructional tools to facilitate English learning in the classroom. However, they still faced some obstacles in integrating ICT into ELT. School supports became the main factor hindering ICT implementation at schools.

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Talking and writing about science: different ways of popularization

Acta Crystallographica Section A Foundations and Advances ◽

10.1107/s2053273314089645 ◽

2014 ◽

Vol 70 (a1) ◽

pp. C1035-C1035

Author(s):

Alisa Ivanenko

Keyword(s):

Information Exchange ◽

Summer School ◽

Educational Background ◽

Popularization Of Science ◽

Scientific Experts ◽

Informal Environment ◽

Scientific Journalism ◽

School Supports ◽

Diverse Audience ◽

Science Cafe

In the following contribution certain types of activities established in Russia within the last decade, which are devoted to popularization of science in particular crystallography, will be highlighted. Some of these projects have already been launched and could be recognized as both successfully and fast developing. Some of these events will take place during the International Year of Crystallography 2014. The most exciting event, at this present time, is the creation of a science café. This will involve lectures from top-ranked scientific experts taking place in a very informal atmosphere, for example in the café, gallery, park or another public place. Open discussions as well as games or questions from the lecturer to audience and vise versa could also take place here. Such project, namely "Science Café Eureka!", led to the bigger conception of a Science Festival, "Eureka!fest", to be held in Novosibirsk in May 2014. The festival structure is based on the "edutainment" format which means a combination of education and entertainment as a brand-new way of information exchange. A significant part of the comprehensive Festival program will be directly related to crystallography in honor of the International Year of Crystallography 2014. Another example of education in an informal environment is the Summer School of Russian Reporter Magazine. Originally supposed to be a journalistic event, this school has become a great place for spreading scientific knowledge to a very diverse audience in terms of both age and educational background. It should be noted that Summer School supports scientific journalism (not journalism about science which can be regarded as completely different) as an important tool of spreading up-to-date advances in science in a very accessible manner.

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Apoyenos! Latino Student Perspectives on High School Supports

PsycEXTRA Dataset ◽

10.1037/e635082010-001 ◽

2010 ◽

Author(s):

Paula J. Luginbuhl ◽

Ellen Hawley McWhirter ◽

Kate L. Margolis ◽

Diana Pena ◽

Kimbree Brown ◽

...

Keyword(s):

High School ◽

Student Perspectives ◽

Latino Student ◽

School Supports

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Developing the “Will”: The Relationship between Teachers’ Perceived Policy Legitimacy and Instructional Improvement

Teachers College Record ◽

10.1177/016146811912100301 ◽

2019 ◽

Vol 121 (3) ◽

pp. 1-44

Author(s):

Jihyun Kim ◽

Min Sun ◽

Peter Youngs

Keyword(s):

Teacher Evaluation ◽

Survey Data ◽

Research Question ◽

Evaluation Criteria ◽

Performance Standards ◽

Teachers Perceptions ◽

Teacher Survey ◽

Evaluation Policies ◽

School Supports ◽

The Impact

Background/Context As part of a nationwide initiative that re-conceptualized teacher evaluation, Virginia issued the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers on July 1, 2012; these guidelines marked a significant overhaul of the state's approach to teacher evaluation. Previous studies examined the impact of teacher evaluation policies on student achievement, but there has been little empirical research on factors that lead teachers to change their instructional practices in response to teacher evaluation. Purpose/Objective/Research Question/Focus of Study We focused on an important element of policy implementation: teachers’ perceptions of the legitimacy of teacher evaluation policies. Specifically, we asked: 1) How do teachers’ perceptions of the legitimacy of teacher evaluation policies influence their efforts to improve their instruction? and 2) What school supports are associated with an increase in teachers’ perceived policy legitimacy? Our examination of teachers’ perceived legitimacy of teacher evaluation policies is critically important because individuals’ beliefs affect their willingness to respond to externally initiated reform in productive ways and to generate sustainable changes in instruction. Research Design To examine the potential impact of teachers’ perceived legitimacy of teacher evaluation policies on their instruction and the effects of various supports on teachers’ perceptions, we drew on teacher survey data and teacher evaluation ratings from two school districts in Virginia. We collected two years of teacher survey data, and three years of teacher evaluation ratings. Combining two different data sets, we provided evidence of an association between teachers’ perceived legitimacy of teacher evaluation policies and their instructional practice. Conclusions/Recommendations Our findings indicate that teachers’ perceived legitimacy of evaluation policies is positively correlated with their likelihood of taking actions to improve their instruction. That is, developing teachers’ perceptions of policy legitimacy seems to be a fruitful strategy for promoting changes in instruction. Moreover, teachers’ perceived legitimacy of teacher evaluation policies seems to have a positive relationship with various school supports, such as principal leadership, professional development, and time and resources. “The consequences of even the best planned, best supported, and most promising policy initiatives depend finally on what happens as individuals throughout the policy system interpret and act on them … Policy success depends critically on two broad factors: local capacity and will.” (McLaughlin, 1987, p. 172)

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