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"SCHOOL PARTICIPATION"
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Future-Proof Your School
Wouldn't it be great if you could equip your school and yourself to face whatever the future might throw at you!
Schools face myriad calls on their time and creativity yet have finite internal resources to respond to them. This can result in piecemeal changes, and reactive rather than pro-active approaches. This book reduces, filters and prioritises the demands on staff energy to the central task of all schools - to achieve the best engagement of and learning outcomes for all learners (including the staff themselves).
Schools often feel constrained by their current context, their previous performance, their demographics or available staff. This book provides an holistic and effective approach to change management that is simple, engages all stakeholders, is built around the current expertise and culture of the school and, most importantly, is sustainable.
It is suitable for headteachers, senior or aspiring leaders, and those driving change through initiatives, but also individual teachers who are interested in effective practice as a route towards personal well-being and professional satisfaction.
eBook
Overcoming Barriers: Trajectories for a School Environment That Promotes the Participation of Adolescents with Chronic Conditions
The characteristics of the school environment can influence students’ participation. Therefore, exploring the existing barriers to school participation and academic success of students with chronic conditions (CCs) is essential since they are a population at an increased risk for impairments and difficulties in these areas. This specific study aimed to explore the personal and school-environment variables associated with the school participation of students with CCs. Additionally, it aimed to analyze the differences between (1) male and female adolescents concerning the impact of CCs on school participation and the personal and school-environment variables; and (2) adolescents with and without school participation affected by the existing CCs regarding personal and school-environment variables. This work included 1442 adolescents with CCs, 56.3% female (n = 769), with a mean age of 15.17 years (SD = 2.33), participating in the Health Behavior in School-Aged Children (HBSC) 2022 study. The results showed that girls and students with school participation affected by CCs are at greater risk regarding the personal and school-environment variables under study. In the multivariable logistic regression analysis of the association between these variables and the school participation of students with CCs, a greater weight of personal variables was observed, followed by those of the school environment related to interpersonal relationships and, finally, the physical environment and safety-at-school variables. The study highlights the relevance of considering the existing barriers to school participation and academic success of students with CCs. The results also underline the importance of aligning the intervention of health and education professionals and policymakers. All of these professionals must make a joint effort to overcome existing barriers in the school context and move towards an increasingly balanced environment that promotes and protects the equal participation of all students.
Journal Article
Middle school superpowers : raising resilient tweens in turbulent times
\"Are you concerned that middle school will wreak havoc on your tween's well-being and sense of self? Wondering how you can ward off the decline in confidence research shows kids experience during these vulnerable years? Seeking strategies that will help your child emerge from middle school with even more resilience than when they started? From the author of Middle School Matters, which set up kids in grades 6 8 to thrive by developing social, emotional, and learning skills, Middle School Superpowers is all about resilience, which Phyllis Fagell, mental health therapist, certified school counselor and journalist, explains is often misunderstood. Fagell does not view it as a trait, like compassion or generosity. Instead, it involves its own set of skills to be better equipped to, as she says, \"navigate future personal challenges and thrive in an increasingly turbulent world.\" With the new skills or \"superpowers\" detailed in Middle School Superpowers-including the power to \"manage change and uncertainty\"; \"find your place and make strong connections\"; \"anticipate problems and make a plan\"; \"learn from missteps\"; \"recover from disappointment\"; \"know when and how to ask for help\"; \"set a reasonable pace and realistic goals\"; and \"identify the slivers of hope and humor\"-Fagell helps parents raise confident, resilient kids by offering them practical, teachable, evidence-based ways they can support their child and foster their independence so they can leverage a range of typical middle school scenarios into the 12 skills they need to preserve their well-being and recover from any setback\"-- Provided by publisher.
Book
Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.
eBook
The learning household : how to help your child get more out of school
\"Children are eager learners, but many find school alienating. How can parents nurture kids' natural curiosity? Educators Ken Bain and Marsha Marshall Bain show that by creating a \"learning household\" that encourages creativity and resourcefulness, parents can help bring the joy of learning back to the classroom\"--Provided by publisher.
BOOK
Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?
Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement.This study examined how the kinds of teacher practices that may encourage beneficial student participation relate to student achievement in elementary school mathematics classrooms. Using videotaped recordings, we examined the extent to which students explained their own ideas and engaged with others' ideas and how teachers supported these kinds of student participation. Linking teacher practices, student participation, and achievement all at the individual student level, we found that student achievement was best predicted by the combination of teacher practices and student participation. The results show that taking into account student participation is necessary for understanding how teaching practices relate to student mathematics learning.
Journal Article