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Descriptors:
Foreign Countries; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Injuries; Specialists; Neurological Impairments; Brain; Neurology; Psychologists; Educational Psychology; Counselor Role; Interviews; Rehabilitation; Pediatrics; Hospitals; Educational Environment; Severity (of Disability); Foreign Countries

Abstract:
This study explores the process of reintegration into school for children with an acquired brain injury (ABI) and considers the role of the educational psychologist (EP) in supporting these children. Interviews were conducted with a range of professionals in two specialist settings: a specialist rehabilitation centre and a children's hospital with a specialism in paediatric neurology. The findings highlight a number of potential areas where EPs could contribute to the support of children with ABI including facilitating communication between professionals and providing training for school staff. The training implications for EPs are also considered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Location; Adolescents; School Size; High School Students; Futures (of Society); Longitudinal Studies; Correlation; Socioeconomic Status; Behavior Problems; Educational Environment; Psychological Patterns; Context Effect; Academic Achievement

Abstract:
The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0% females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the present study examined the independent and interactive effects of adolescent future orientation and school contexts (school size, school location, school SES, school future orientation climate) on problem behaviors. Results provided evidence that adolescent future orientation was associated independently and negatively with problem behaviors. In addition, adolescents from large-size schools reported higher levels of problem behaviors than their age mates from small-size schools, controlling for individual-level covariates. Furthermore, an interaction effect between adolescent future orientation and school future orientation climate was found, suggesting influences of school future orientation climate on the link between adolescent future orientation and problem behaviors as well as variations in effects of school future orientation climate across different levels of adolescent future orientation. Specifically, the negative association between adolescent future orientation and problem behaviors was stronger at schools with a more positive climate of future orientation, whereas school future orientation climate had a significant and unexpectedly positive relationship with problem behaviors for adolescents with low levels of future orientation. Findings implicate the importance of comparing how the future orientation-problem behaviors link varies across different ecological contexts and the need to understand influences of school climate on problem behaviors in light of differences in psychological processes among adolescents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Well Being; Caring; School Security; Fear; Foreign Countries; School Safety; Student Needs; Mental Health; School Health Services; Social Development; Emotional Development; Student Behavior; Interpersonal Relationship

Abstract:
In the aftermath of the school shootings in Newtown, Connecticut this past December, people experienced the world around them as less safe--understandably so. In response to such a tragic event, there is a degree of fear instilled in all people that for many was at its peak in the New Year as they prepared to send their children back to school. School Boards across the United States and Canada reacted to the threat to school safety by investing in increased security strategies such as surveillance cameras, on-site police officers and security guards, enhanced lockdown procedures (all school entrances and classroom doors are locked at all times), and regular lockdown drills much like the fire drill practices. In the wake of recent events it is not surprising that there are increased calls for enhanced safety measures in schools. However, these calls have diverted attention away from attending to student needs and safety issues that occur in schools in the day-to-day every day. Many children and youth require (sometimes intensive) school-based supports for social, emotional, behavioral, and relationship problems. Children's Mental Health Ontario determined that over half a million children in the province grapple with mental health problems. The consequences of leaving such problems unattended or untreated are well known and include school failure, substance abuse, violence and suicide. All young people need trusting relationships and effective support services and initiatives throughout their school experience. Children and youth need and have the right to social, emotional, behavioral and relational support services provided by highly skilled caring professionals. However, the politics of fear are being used to substantiate increased funding for school security measures. To create a safe school environment in which young people are treated fairly and with dignity and respect there is a need to ensure that the voices of children and youth are included in developing solutions, implementing change and evaluating the results of school support services and safety measures. It is incumbent upon schools to purposefully attend to the complex needs of all students and provide skilled support services within a caring school environment. The well-being--the lives--of children and youth depends on it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attendance; Instructional Effectiveness; Educational Research; Educational Environment; Creativity; Case Studies; Literature Reviews; Problem Solving; Motivation; Teachers

Abstract:
This article is based on a systematic review of educational research, policy and professional literature relating to creative environments for learning in schools. Despite the search yielding 210 documents, comparatively few empirical studies were published between 2005 and 2011 that addressed the review objectives. Only 18 studies included in the review investigated the impact of creativity on learners. There was, however, some evidence for the impact of creative learning environments on pupil attainment, confidence, resilience, motivation, problem-solving, interpersonal skills and school attendance. These findings have implications for policy, practice and research internationally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Questionnaires; Construct Validity; Predictive Validity; Educational Environment; High School Students; Statistical Analysis; Validity; Educational Change; Social Capital; Bullying; Well Being; Academic Achievement

Abstract:
This article describes the development and validation of a six-scale survey to assess school climate in terms of students' perceptions of the degree to which they feel welcome and connected, together with a scale to assess students' perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive review of research related to school climate to identify components that can be considered important for effective schools made up of diverse students; 2) elucidating the scales identified in step one; and 3) writing individual items within the scales. Items from previously validated questionnaires were examined and, if appropriate, adapted. We used Trochim and Donnelly's (2006) framework for construct validity to guide the validation of the new questionnaire. When the questionnaire was administered to a sample of 4067 high school students from eight schools, various statistical analyses ensured the questionnaire's discriminant, convergent, concurrent and predictive validity. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Creative Development; Elementary School Students; Middle School Students; Preadolescents; Adolescents; Creative Thinking; Age Differences; Organizational Climate; Educational Environment; Elementary Schools; Middle Schools; Path Analysis; Elementary School Teachers; Middle School Teachers

Abstract:
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. (Contains 2 tables, 4 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Evidence; Writing (Composition); Special Education Teachers; Academic Standards; Writing Instruction; Writing Tests; Educational Environment; Secondary School Students; Secondary School Teachers; Writing Teachers

Abstract:
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers' knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence-based writing practices in general education classes (where most students with LD are taught); and (4) use evidence-based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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