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Author: Publisher: ISBN: Category : Belonging (Social psychology) Languages : en Pages : 48
Book Description
The purpose of this study was to explore the perceptions of school belonging among middle school students and contributing factors that may affect their perceptions of belonging. Specific contributing factors that were identified for this project include gender, grade level, GPA, education classification, and socioeconomic status. The participating students were 13 middle school students within a rural community. A 21 item school membership questionnaire adapted from the Psychological Sense of School Membership Scale (Goodenow, 1993) was used to assess the participant's perceptions of belonging, rejection and acceptance within their school, as well as their participation in school related extracurricular activities and their likelihood to graduate from high school and desire to further their education. Participants within this study reported having an overall belonging score of 3.22 (SD = .15) on a scale ranging from "1 = not at all true" to "5 = completely true". These findings indicated that the participants had a neutral or moderate level of overall sense of school belonging. Survey responses also suggest that participants had moderate rejection and acceptance scores. Responses to the two additional questions relating to the likelihood of completing high school and continuing on to further their education revealed consistent high level results. Responses to the third additional question suggested that many of the participants participate in at least one extracurricular activity at their school. Due to so few participants, inferential statistical analyses including significance levels of the factors that were identified to be explored within this study could not be performed or reported. The current study's findings can provide the participating middle school with a platform of information regarding school belong within their school. The tool developed from the Psychological Sense of School Membership Scale can be used on a much larger sample size within the school to obtain a more accurate representation of the students' sense of school belonging.
Author: Publisher: ISBN: Category : Belonging (Social psychology) Languages : en Pages : 48
Book Description
The purpose of this study was to explore the perceptions of school belonging among middle school students and contributing factors that may affect their perceptions of belonging. Specific contributing factors that were identified for this project include gender, grade level, GPA, education classification, and socioeconomic status. The participating students were 13 middle school students within a rural community. A 21 item school membership questionnaire adapted from the Psychological Sense of School Membership Scale (Goodenow, 1993) was used to assess the participant's perceptions of belonging, rejection and acceptance within their school, as well as their participation in school related extracurricular activities and their likelihood to graduate from high school and desire to further their education. Participants within this study reported having an overall belonging score of 3.22 (SD = .15) on a scale ranging from "1 = not at all true" to "5 = completely true". These findings indicated that the participants had a neutral or moderate level of overall sense of school belonging. Survey responses also suggest that participants had moderate rejection and acceptance scores. Responses to the two additional questions relating to the likelihood of completing high school and continuing on to further their education revealed consistent high level results. Responses to the third additional question suggested that many of the participants participate in at least one extracurricular activity at their school. Due to so few participants, inferential statistical analyses including significance levels of the factors that were identified to be explored within this study could not be performed or reported. The current study's findings can provide the participating middle school with a platform of information regarding school belong within their school. The tool developed from the Psychological Sense of School Membership Scale can be used on a much larger sample size within the school to obtain a more accurate representation of the students' sense of school belonging.
Author: Rafe Esquith Publisher: Penguin ISBN: 0143112864 Category : Education Languages : en Pages : 274
Book Description
Read Rafe Esquith's posts on the Penguin Blog. The New York Times bestseller that is revolutionizing the way Americans educate their kids-"Rafe Esquith is a genius and a saint" (The New York Times) Perhaps the most famous fifth-grade teacher in America, Rafe Esquith has won numerous awards and even honorary citizenship in the British Empire for his outstandingly successful methods. In his Los Angeles public school classroom, he helps impoverished immigrant children understand Shakespeare, play Vivaldi, and become happy, self-confident people. This bestseller gives any teacher or parent all the techniques, exercises, and innovations that have made its author an educational icon, from personal codes of behavior to tips on tackling literature and algebra. The result is a powerful book for anyone concerned about the future of our children.
Author: Margaret L. Kern Publisher: Springer Nature ISBN: 3030645371 Category : Child psychology Languages : en Pages : 788
Book Description
"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Author: Matthew A. Capps Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this research is to investigate the feeling of belonging that students may or may not have and the relationship of student sense of belonging to the overall academic achievement of a school. Students were surveyed on their sense of belonging in selected middle schools. The students scored themselves on the Psychological Sense of School Membership scale, which revealed an overall mean score of belonging. Students from high-performing schools were compared to students from low-performing schools in regard to their sense of belonging. Additionally, teachers were asked to rate their perception of the students' sense of belonging. The teachers' scores were compared to the students' scores in both high- and low-performing schools. Lastly, teachers were asked to provide qualitative information about the schools' role in creating a sense of belonging. An extensive review of the literature regarding sense of belonging reveals support of the importance of sense of belonging in student achievement. There is also extensive evidence regarding variation of sense of belonging among minority groups and the important role of teachers in creating a sense of belonging for students. This study found that there is no significant difference in students' reported sense of belonging between high-performing schools and low-performing schools on the Psychological Sense of School Membership scale. There is a significant difference between the teachers' perception of the students' sense of belonging and the students' reported sense of belonging on the Psychological Sense of School Membership scales. Teachers reported important roles in creating an environment of belonging. The qualitative data provided by teachers support evidence from the literature review indicative of schools with sense of belonging. High-performing schools do not report much information regarding discipline and routine as being important parts of creating belonging. However, low performing schools often report these as important to creating a sense of belonging for students. Implications of the research include: Teachers may not have an accurate understanding of students' sense of belonging and how to create a sense of belonging in schools. Further study should try to gain better understanding of the relationship between sense of belonging and minority status.
Author: Gaines, Cherie Barnett Publisher: IGI Global ISBN: 1799870677 Category : Education Languages : en Pages : 335
Book Description
Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but middle school education, as a whole, has been left behind. For this reason, there is the need for current research on all aspects and topics that may contribute to middle school student success. Promoting Positive Learning Experiences in Middle School Education focuses on the ideal conditions for maximizing student success and engagement in middle school education. The chapters take a deeper look into the modern tools, technologies, methods, and theories driving current research on middle school students, their teachers, their classroom environment, and their learning. Highlighting topics such as curriculum reform, instructional strategies and practices, effective teaching, and technology in the modern classroom, this book is ideally intended for middle school teachers, middle school administrators, and school district administrators, along with practitioners, stakeholders, researchers, academicians, and students interested in middle school education and student success.
Author: Jamie E. Stickl Publisher: ISBN: Category : Adolescent psychology Languages : en Pages : 274
Book Description
"The need to belong is a fundamental human motivation and involves an individual's desire to experience a sense of worthiness to receive respect and love (Baumeister & Leary, 1995; Osterman, 2000). Although the need to belong is fundamental for all human beings, young adolescents in particular have a driving need to feel accepted and belong, with a desire to define themselves according to their groups and social contexts (Newman, Lohman, & Newman, 2007; Collins & Steinberg, 2006; Noam, 1999). Considering adolescents spend more time in school than any other setting (Eccles & Roeser, 2011), sense of belonging in school is a critical concept to explore. Although belonging in school is important across grade levels and various school contexts (e.g. Anderman, 2002; Osterman, 2000; Sanchez, Colon, & Esparza, 2005), sense of belonging may be particularly impactful for middle school students in urban settings. Middle school represents a period of vulnerability for all adolescents, but it may be especially challenging for students living in poverty, who are often situated in urban settings and face a myriad of challenges within the home, school, and community contexts (Berliner, 2006; Gutman & Midgley, 2000). Given that belonging can play out differently in various contexts (Nasir et al., 2011), it is imperative to better understand what constitutes belonging specifically for urban students. However, there is a lack of understanding regarding what comprises belonging for diverse student groups (Faircloth & Hamm, 2005), and there are a number of limitations in the current literature that has made conceptual clarity of belonging in school elusive. The purpose of the current study was to clarify what constitutes belonging for urban middle school students through obtaining their subjective perspectives including affective, behavioral, and familial dimensions of belonging. The researcher implemented Q methodology, grounded in a bioecological framework, in order to explore the perspectives of 6th, 7th, and 8th grade students in one urban middle school. Three factors emerged from the study representing distinct viewpoints on belonging in school. Perspectives included students who had a sense of belonging tied to the academic culture of the school, those who desired authenticity and affective connections with others, and those who viewed belonging as cultural respect and adult support. Findings from this study support that belonging is a complex and multidimensional construct that includes affective, behavioral, and familial dimensions. Implications for educators, school counselors, and researchers are discussed."--Abstract from author supplied metadata.
Author: Terrell L. Strayhorn Publisher: Routledge ISBN: 1315297272 Category : Education Languages : en Pages : 224
Book Description
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Author: Kelly-Ann Allen Publisher: BRILL ISBN: 9004386963 Category : Education Languages : en Pages : 241
Book Description
School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Author: Becki Cohn-Vargas Publisher: Corwin Press ISBN: 1071835807 Category : Education Languages : en Pages : 305
Book Description
Lead an identity safe learning community where students of all backgrounds thrive Students of all backgrounds reach their full potential when they feel a sense of belonging and inclusion. When their social identities are valued as assets rather than barriers to learning, they flourish. This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities. Features in the book include: Guiding principles for student voice, equalizing status and cultivating acceptance across race, ethnicity, gender and other differences Ideas and examples for anti-racist dialogue and activities for teachers and students that counter colorblind practices, stereotype threat and biases Vignettes, and examples of identity safe practices for students and adult learning for staff, families and the community Systems for student-centered assessment and data collection Resources for developing equitable school policies and a comprehensive identity safety plan for your school Educators fulfill the promise of an equitable education when students of all backgrounds know that who they are and what they think matters. Start the journey to become an identity safe school and see the results for yourself! “Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders is a timely and important book. For several years, the nation′s schools have been asked to focus their energies on raising student achievement. However, too often educators have ignored the need to honor, support and affirm the identities of the students they serve. For educators who serve children of color, particularly Black, Native American and Latinx children who are often subject to overt and covert forms of forced assimilation, this book will be an invaluable resource on how to create learning opportunities that make it possible for such children to thrive.” ~Pedro Noguera, Dean of Rossier School of Education, University of Southern California “Bravo to authors Cohn-Vargas, Gogolewski, Creer Kahn, and Epstein for their ground-breaking book on Identify Safe Schools for Administrators and Teacher and Staff Leaders! They provide much-needed evidence for educators to elevate and even inspire the equity, empowerment, and academic growth needed to wholly support all children to flourish in school and their lives.” ~Debbie Zacarian, Director, Zacarian and Associates
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Author: Rafe Esquith
Author: Margaret L. Kern
Author: Matthew A. Capps
Author: Gaines, Cherie Barnett
Author: Jamie E. Stickl
Author: Linda Crawford
Author: Terrell L. Strayhorn
Author: Kelly-Ann Allen
Author: Becki Cohn-Vargas