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Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America’s education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to improve college access for underrepresented urban students. The quantitative investigation showed that when educational leaders and key stakeholders worked collaboratively to deliver comprehensive student services, urban students in a high-poverty school district experienced measurable benefits in terms of their college enrolment. This study may be of particular value to policymakers, school leaders, and educators concerned with the low college access rates of students in urban schools, as well as to those who are seeking to understand what works betterto prepare urban students for post-secondary education.
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There is a continued emphasis on the importance of building collaborative working relationships between school principals and counsellors to address the growing academic, career and college readiness, and social-emotional needs of students in K-12 schools. This study explored and analysed 1466 school principals' perceptions around important school counselling priorities, perceptions, and activities that are carried out in Turkish public and private schools. The study additionally explored school principals' expectations of school counsellors' roles and responsibilities as aligned with traditional and transformed school counselling programmes and practices. This study may be of value to school leaders, policy makers and educators interested in revising and improving their school counselling services to meet the complex academic and counselling needs of students in contemporary schools.
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Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general attitudes towards inclusion. We found that Polish teachers received significantly higher scores on two subscales: POS and BEI. We also found that age and place of living influenced the attitudes of teachers in the two groups. Implications for practice are discussed. © 2017, University of Zagreb, Faculty of Political Sciences. All rights reserved.
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This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback. © 2017, Springer Science+Business Media B.V.
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An autonomous learner has developed an intrinsic motivation that drives him or her to pursue learning for the inherent satisfaction and enjoyment that stems from the acquisition of knowledge. This chapter presents strategies for teachers to develop a classroom of more autonomous learners. In addition to some strategies and sequencing of activities to maximize their impact, the chapter presents Universal Design for Learning as a framework for thinking about all teaching and ways to apply differentiated instruction to meet the needs of all learners. While there is a focus on the experience of a novice teacher, the content of this chapter is relevant for all educators looking to reinvigorate their practice to empower students to be more in command of their own learning.
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