Psychological Sense of School Membership, School Culture, and Prosocial Moral Reasoning Development in Middle School Students PDF Download

Author: Lindsay Horton
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author:
Publisher:
ISBN: 9780888684363
Category : High school students
Languages : en
Pages : 126

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Author: Elizabeth A. McKay
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 156

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Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1483353893
Category : Education
Languages : en
Pages : 264

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Book Description
Your path to sustainable school improvement starts here! School reform scholars Joseph Murphy and Daniela Torre shed light on the components that promote learning-centered leadership at the secondary level. Strengthen your school culture and discover clearly defined processes for engagement among students, teachers, parents and community members. Learn to: • Understand variables that shape leadership practices and student learning • Cultivate school, community, and parent partnerships • Include both rigor and acceleration within a caring culture, particularly for at-risk schools • Create communities of professionalism for teachers Use this comprehensive resource to explore how comprehensive school improvement really works!

Author: Yanhua Zhao
Publisher: Herbert Utz Verlag
ISBN: 3831641803
Category :
Languages : en
Pages : 149

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Author: Heather Holland
Publisher:
ISBN:
Category :
Languages : en
Pages : 141

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Author's abstract: In today’s educational system, a conversation that is often deprioritized is the need to consider students’ affective skills. One such aspect of this domain is how students feel as a member of their school environment. This need to belong is a basic psychological need (Goodenow, 1993); however, this is a critical component for students who may be marginalized, such as students with disabilities (Hagborg, 1998b). Hagborg (1998b) projected during his study that SWDs would have a lower sense of school membership that their non-disabled peers due, but the results of his study found that SWDs had comparable rates. Hagborg concluded that it could be due to the small school size that led to these results; yet, no study since then has analyzed this scenario. Therefore, this mixed-method study aimed to uncover if students with disabilities would have a significantly different sense of membership rating as compared to their non-disabled peers in a small and average school settings. In addition, the second stage of research uncovered the variables or themes that impacted the sense of school membership for the bounded cases. The results of this study showed that students with disabilities were able to achieve comparable sense of school membership ratings as their non-disabled peers in a small middle school and average sized middle school setting. In addition, all four bounded cases (SWDs in the average school, SWDs in a small school, non-disabled students in an average school, and non-disabled students in a small school) revealed common themes as influences to their sense of membership. These themes were: positive peer relationships, school personnel, school characteristics, and student involvement. Only minute differences in the frequency of categories within each theme occurred. Therefore, students with disabilities were able to feel connected in a small and average sized school at the same rate as their non-disabled peers. One of the most notable aspects of the results includes the importance both SWDs and non-disabled students placed on engaging in meaningful course content and developing relationships with teachers and administrators. The results of this study are important for all stake-holders to consider when developing a learning environment that allows all students to feel connected to their environment.

Author: Michael DiPaola
Publisher: IAP
ISBN: 1617359297
Category : Education
Languages : en
Pages : 256

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Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Consequently, the chapters include analyses that investigate relationships between school organizations and administrative practice that affect teacher and student effectiveness. This edition is organized around concepts that are significant to contemporary school leaders: student achievement and variables that contribute to it or influence achievement indirectly.

Author: Diana T. Slaughter-Kotzin
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Education
Languages : en
Pages : 295

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This important book provides African American parents with the knowledge to diversify K–12 school choices beyond traditional neighborhood public schools in order to optimize the educational chances of their own children, and it will help educators and policymakers to close the black-white academic achievement gap throughout America. Closing the K–12 achievement gap is critical to the future welfare of African American individuals, families, and communities—and to the future of our nation as a whole. The black-white academic achievement gap—the significant statistical difference in academic performance between African American students and their white peers—is the single greatest impediment to achieving racial equality and social justice in America. Black Educational Choice provides parents, citizens, educators, and policymakers the critical knowledge they need to leverage the national trend toward increasing and diversifying K–12 school choice beyond traditional neighborhood public schools. Parents can use this information to optimize the success of their own African American children, while policymakers and educators can apply these insights to help close the black-white academic achievement gap throughout America. The book collects the interdisciplinary, multi-racial, and multi-ethnic perspectives of education experts to address the questions of millions of anxious African American families: "Would sending our children to a private school or a charter school significantly better their chances of closing the achievement gap and becoming successful individuals? And if so, what kinds of challenges would they likely experience in these alternative educational settings?"

Author: Raqib Chowdhury
Publisher: Springer
ISBN: 9811307083
Category : Education
Languages : en
Pages : 354

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Book Description
This book reflects the paradigm shift now manifesting in Bangladesh’s education system by highlighting recent empirical research. It shares essential insights by presenting research conducted on diverse aspects of current day education in Bangladesh, including policy and governance, equity, access and participation, curriculum and pedagogy, assessment, and education programs and projects run by NGOs. Further, it offers a platform for these unique studies to be showcased and disseminated to scholars and researchers from developing and developed countries alike, and represents a unique reference resource for the education research community in Bangladesh, Asia and all over the world. With Foreword from Professor Serajul Islam Choudhury.

Author: Robert Eugene Hassinger
Publisher:
ISBN:
Category :
Languages : en
Pages : 162

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Book Description
As more schools consider ways to help students to develop not only academically but also socially and emotionally, school personnel look to formal programs of character education to help address the needs of the whole child. Of these programs of character education, Berkowitz and Bier (2005) posit that effective programs begin by promoting positive social relationships within the school. One measure of the quality of the social relationships in schools is reflected in the level of belonging or connectedness that students feel toward their school and members of the school community. Consequently, the purpose of the present study was to further the investigation of the construct of sense of school belonging and its relationship to formal programs of character education. Eighth-grade students (732) from five middle schools - three character program schools and two non-character program schools - were surveyed measuring sense of school belonging by their responses on the total score of the Psychological Sense of School Membership (PSSM) scale developed by Goodenow (1993) and on the four sub-scores of the PSSM demonstrated by Ye and Wallace (2013). No significant differences were found for student sense of belonging between character program schools and non-character program schools. However, the study also investigated the effect of structural and perceptual elements of character education programs that were found to positively relate to student sense of school belonging. Students who identified themselves as being part of a character education group in their school reported significantly higher levels of sense of belonging (on the total score of the PSSM and on the PSSM factors of Identification and Participation in School, Perception of Fitting in Among Peers, and Generalized Connection to Teachers) than those students who did not identify as being part of a character education group. In addition, students reported statistically significant higher levels of sense of belonging a) the more they felt accepted by other students in their group, b) the more they felt accepted by their adult group advisor, c) the more they felt able to express opinions in their group, d) the more they felt their group was like a family, and e) the more they felt character education groups made their school a better place. Sense of belonging was also positively related to more frequent opportunities for character education group meetings and to a common school language that emphasized moral character more than performance character.