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O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores; The use of visualizations in Chemistry and Physics teaching: teachers' pedagogical training

Ferreira, Celeste Rodrigues
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 04/12/2013 Português
Relevância na Pesquisa
55.37%
Com este estudo, procurou-se pesquisar o processo de integração de visualizações em sala de aula e conhecer o impacto de um curso de formação continuada, que visa discutir e promover o uso de visualizações no ensino de Química e Física, nas concepções de professores em serviço de Química no Brasil e Física e Química em Portugal. Pretendeu-se identificar as concepções prévias que estes professores apresentaram no início do curso sobre o uso de visualizações, e as possíveis mudanças que ocorreram após o envolvimento no curso. Procurou-se, igualmente, caracterizar as abordagens pedagógicas que os professores utilizaram e as dificuldades que estes encontraram durante o uso de visualizações no ensino de Química e Física. Neste trabalho foi usada uma metodologia que tem as suas raízes na investigação qualitativa com orientação interpretativa, tendo participado catorze professores de Química e Ciências Naturais do Ensino Fundamental e Médio de catorze escolas públicas pertencentes à região da Grande São Paulo e catorze professoras de Física e Química do Ensino Básico e Secundário de oito escolas públicas pertencentes à região da Grande Lisboa. Dado que este estudo foi aplicado em dois contextos a estratégia escolhida foi de estudo de dois casos...

Neuroscientists’ Classroom Visits Positively Impact Student Attitudes

Fitzakerley, Janet L.; Michlin, Michael L.; Paton, John; Dubinsky, Janet M.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 16/12/2013 Português
Relevância na Pesquisa
65.39%
The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4th-6th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small...

Eliciting and utilizing rural students’ funds of knowledge in the service of science learning : an action research study

Lloyd, Ellen M. ; Borasi, Raffaella ; Luehmann, April Lynn (1967 - )
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:xii, 204 leaves
Português
Relevância na Pesquisa
65.25%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2010.; Several researchers have pointed out the failures of current schooling to adequately prepare students in science and called for radical reform in science education to address the problem. One dominant critique of science education is that several groups of students are not well served by current school science practices and discourses. Rural students represent one of these underserved populations. Yet, there is little in the literature that speaks specifically to reforming the science education of rural students. Utilizing action research as a methodology, this study was designed to learn more about the unique knowledge and life experiences of rural students, and how these unique knowledge, skills and interests could suggest new ways to improve science education in rural schools. Informed by this ultimate goal, I created an after school science club where the participating high school students engaged in solving a local watershed problem, while explicitly bringing to bear their unique backgrounds, local knowledge and life experiences from living in a rural area of Upstate New York. Using Funds of Knowledge as the theoretical framework...

The impact of professional development on classroom teachers’ use of differentiated instruction strategies

Stone, Lillie ; Mock, Martha
Fonte: University of Rochester Publicador: University of Rochester
Tipo: Tese de Doutorado Formato: Number of Pages:v, 139 leaves; Illustrations:col. ill.
Português
Relevância na Pesquisa
65.24%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2012.; A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace experiences with differentiated instruction have gone unnoticed and undocumented. The literature further revealed that increased numbers of students are being diagnosed with learning differences in virtually all classrooms. They come with a variety of needs. They represent cultures that vary in significant ways. Professional development providers in urban settings need to connect their delivery with the actual situations that exist in these classrooms so that teachers can begin to address the diversity that exists in their classrooms and narrow the achievement gap. The purpose of this research was to examine my own professional development delivery by facilitating action research on differentiated instruction, an instructional concept that maximizes learning for ALL students—regardless of skill level or background. The research method selected for this study was qualitative pre- and post-interviews, a questionnaire, ejournals, and transcriptions from professional development sessions. The analysis used a constant comparative approach. The researcher used open-ended interviewing...

The impact of integrated programming on student attitude and achievement in grade 9 academic mathematics and science

Cosentino, Cindy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
65.23%
This research studioo the effect of integrated instruction in mathematics and~ science on student achievement in and attitude towards both mathematics and science. A group of grade 9 academic students received instruction in both science and mathematics in an integrated program specifically developed for the purposes of the research. This group was compared to a control group that had received science and mathematics instruction in a traditional, nonintegrated program. The findings showed that in all measures of attitude, there was no significant difference between the students who participated in the integrated science and mathematics program and those who participated in a traditional science and mathematics program. The findings also revealed that integration did improve achievement on some of the measures used. The performance on mathematics open-ended problem-solving tasks improved after participation in the integrated program, suggesting that the integrated students were better able to apply their understanding of mathematics in a real-life context. The performance on the final science exam was also improved for the integrated group. Improvement was not noted on the other measures, which included EQAO scores and laboratory practical tasks. These results raise the issue of the suitability of the instruments used to gauge both achievement and attitude. The accuracy and suitability of traditional measures of achievement are considered. It is argued that they should not necessarily be used as the measure of the value of integrated instruction in a science and mathematics classroom.

Does Information Improve School Accountability? Results of a Large Randomized Trial

Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
55.32%
This study evaluates a community-based randomized controlled trial (RCT) to determine the impact of an information campaign on learning and other school outcomes. The study was conducted in three Indian states, Uttar Pradesh (UP), Madhya Pradesh (MP), and Karnataka. UP and MP are two large north and central Indian states, respectively, and lag behind in economic and social outcomes, while Karnataka in southern India is economically and socially more developed. Even though all three states have devolved oversight roles to the community with respect to government schools, they differ in the extent to which such devolution has taken place. The information campaign disseminated state specific information to the community on its oversight roles in schools and education services that parents are entitled to. Information was disseminated in 11-14 public meetings in each treatment village over a period of two and a half years.

The Impact of a Classroom Performance System on Learning Gains in a Biology Course for Science Majors

Marin, Nilo E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
55.34%
This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as “Clickers”, improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary...

The impact of a Classroom Performance System on learning gains in a biology course for science majors

Marin, Nilo Eric
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
55.33%
This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding.^ The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary...

Assessing the Impact of ICT in Education at an International Comparative Level

SCHEUERMANN Friedrich; VILLALBA GARCIA Ernesto
Fonte: Association for the Advancement of Computing in Education (AACE) Publicador: Association for the Advancement of Computing in Education (AACE)
Tipo: Contributions to Conferences Formato: CD-ROM
Português
Relevância na Pesquisa
65.3%
ICT are considered to play a key role on improving effectiveness in education. The need for political measures had been recognised quite early and during recent years investments were being made in many countries in order to ensure access to computer and internet technologies in the classroom. However, despite infrastructures made available and training provided, results so far do not provide yet a clear picture on actual improvements achieved as far as educational processes or outcomes are concerned. Most international comparative surveys observe the use of ICT at a general and more peripherical level. There is a slight shift to be noted with more emphasis given to the actual educational use of ICT in education but traditional instruments become increasingly inappropriate for the measurements of effects. They provide a snapshot of a given situation in a very specific educational context with an emphasis to cognitive skills as basis for assessment whereas (educational) processes as well as various types of other skills (such as affective skills) can hardly be assessed. Other, smaller scaled research studies on ICT effects are typically focused on selected components of education but for drawing broader socio-economic conclusions such analysis cannot be done in isolation and different levels of effect measurement have to be taken into account. The article is framed within a research project launched by CRELL on developing further the measurement of ICT impact in a comparative perspective. It explores what data is available in terms of ICT use and what can be said on the impact of ICT on the learner and learning. A conceptual model for observing the impact of ICT in education from a multi-dimensional perspective is proposed.; JRC.G.3-Econometrics and applied statistics

A Banda Desenhada como recurso facilitador do processo de ensino-aprendizagem da leitura e da escrita em Língua Estrangeira; The use of comics in the foreign language classroom as a didactical resource for the development of reading and writing skills

Almeida, Estela Maria Cerqueira Silva de
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2014 Português
Relevância na Pesquisa
55.33%
Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3º ciclo do Ensino Básico e no Ensino Secundário; O presente relatório encontra-se integrado no âmbito do Estágio Profissional do Mestrado em Ensino de Inglês e de Espanhol no 3º ciclo e no Ensino Secundário e documenta o desenvolvimento e análise de um projeto de investigação-ação levado a cabo em duas turmas de 10º ano. O projeto tinha como tema a utilização da Banda Desenhada como recurso didático e pretendia contribuir para o desenvolvimento das competências de leitura e de escrita dos alunos das turmas em estudo. Estabeleceram-se como objetivos pedagógicos e de investigação: i) determinar as necessidades e interesses dos alunos relativamente às competências de leitura e de escrita; ii) desenvolver e avaliar atividades de leitura e de escrita através da Banda Desenhada que promovam a autonomia dos alunos; iii) desenvolver e avaliar atividades de leitura e de escrita através da Banda Desenhada que promovam a aprendizagem de saberes socioculturais, linguísticos e pragmáticos; e, iv) aferir os resultados obtidos e refletir sobre as estratégias utilizadas e as dificuldades encontradas. De modo a dar cumprimento a estes objetivos foram delineadas estratégias e instrumentos didáticos e de investigação que permitiram a recolha de dados: questionários...

The Impact of an Adolescent Girls Employment Program : The EPAG Project in Liberia

Adoho, Franck; Chakravarty, Shubha; Korkoyah, Dala T., Jr.; Lundberg, Mattias; Tasneem, Afia
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
55.37%
This paper presents findings from the impact evaluation of the Economic Empowerment of Adolescent Girls and Young Women (EPAG) project in Liberia. The EPAG project was launched by the Liberian Ministry of Gender and Development in 2009 with the goal of increasing the employment and income of 2,500 young Liberian women by providing livelihood and life skills training and facilitating their transition to productive work. The analysis in this paper is based on data collected during two rounds of quantitative surveys in 2010 and 2011, the second of which was conducted six months after the classroom-based phase of the training program ended. Strong impacts are found on the employment and earnings outcomes of program participants, relative to a control group of non-participants. The EPAG program increased employment by 47 percent and earnings by 80 percent. In addition, the impact evaluation documents positive effects on a variety of empowerment measures, including access to money, self-confidence, and anxiety about circumstances and the future. The evaluation finds no net impact on fertility or sexual behavior. At the household level...

Disseminating and Using Student Assessment Information in Jordan

Obeidat, Osamha; Dawani, Zaina
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper
Português
Relevância na Pesquisa
55.33%
Student assessment has been increasingly recognized as playing a key role in monitoring and improving student learning and achievement levels. This case study discusses the important steps that Jordan has taken to strengthen its student assessment system and ensure that the information gathered from classroom assessments, examinations, and large-scale assessment activities supports student learning. Countries seeking to strengthen the utilization and dissemination of student assessment data can extract the following lessons from Jordan's experience: they should (i) set clear objectives for their assessment system, based on a well-defined vision of what is being assessed and why; (ii) entrust an external entity with managing system-level assessments in order to ensure impartial evaluation of the strengths and weaknesses of the education system; and (iii) introduce change gradually, coupled with adequate training on new assessment strategies and methods.

Emancipatory pedagogies in a grade 11 social studies classroom

Munroe, Devonna
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
55.36%
This study aimed to uncover the incorporation of transformative pedagogies into the social studies curriculum. This educational approach aims to educate students about a variety of forms of oppression based on race, gender, sexuality, class, ethnicity, and culture, through the use of dialogue to uncover the students' understanding and personal experience with these concepts. This study examined the impact of discussing these topics in a grade 11 class of 22 White students (of various cultural, ethnic, and religious backgrounds). The teacher, Kelvin, and two of his students were interviewed and his class was observed on four occasions over a 2-week period. Based on the data I collected, I argue that a range of emancipatory teaching approaches should be used in critical classroom discourse. These different approaches emphasize the importance of critical thinking, the ability to recognize and combat oppression, the understanding and respect of different cultures, and the ability to recognize the impact of gender and sexuality on the past and present. These are life skills that extend beyond the curriculum (Freire, 1970; Giroux, 1988; hooks, 1994). This study fills a theory to practice gap in the research literature on transformative practice within Canadian contexts. The findings are important for several reasons. Firstly...

The impact of a digital children's literature program on primary students' reading motivation

Ciampa, Katia
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
65.31%
This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling, which has been attributed to the disconnect between the media students are accustomed to using outside the classroom and the media they predominantly use within the classroom. This research documented the effectiveness of a digital children's literature program and a postreading multimedia program on eight grade 1 students' reading motivation, word recognition, and comprehension abilities. Eight students were given ten 25-minute sessions with the software program over 15 weeks. Preprogram, interim-program, and postprogram qualitative data were collected from students, teachers, and parents through questionnaires, interviews, standardized reading assessment tools, classroom observations, field notes, and student behaviour observation checklists. Findings are summarized into 3 themes. The motivational aspects and constructivist styles of instruction in the digital reading programs may have contributed to 5 student participants' increased participation in online storybook reading at home. Qualitative data revealed that the digital children's literature program and multimedia postreading activities seemed to have a positive influence on the majority of grade 1 student participants' reading motivation...

A dinamica interativa na sala de aula : as manifestações afetivas no processo de escolarização; The interactive dynamics in the classroom : the affect in the process of school education

Elvira Cristina Martins Tassoni
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/02/2008 Português
Relevância na Pesquisa
55.36%
Esta pesquisa tem como objetivo identificar a afetividade na dinâmica interativa da sala de aula, envolvendo alunos em quatro diferentes momentos do processo de escolarização - as últimas séries de cada nível de ensino - Infantil 4 (alunos com 6 anos em média), ciclo II/4ª série (alunos com 10 anos em média), ciclo IV/8ª série (alunos com 14 anos em média) e 3º ano do Ensino Médio ( alunos com 17 anos em média). A intenção é discutir o papel da afetividade neste processo, identificando suas diferentes formas de manifestação, demonstrando o processo de transformação pelo qual ela passa. Fundamenta-se na abordagem histórico-cultural, discutindo a natureza social dos processos psíquicos, o entrelaçamento entre processos afetivos e cognitivos, como também a perspectiva de desenvolvimento que os acompanha. Destaca, ainda, a função social das emoções e o papel determinante da afetividade no desenvolvimento da criança, bem como o papel das interações sociais para a construção do conhecimento e da própria pessoa. A coleta de dados baseou-se em observações realizadas em sala de aula, envolvendo 8 professores e 51 alunos das quatro séries citadas, numa escola da rede particular em Campinas (São Paulo/Brasil). Utilizou-se o procedimento da autoscopia que consiste na realização de vídeogravações dos sujeitos envolvidos e...

Memory for Lectures: How Lecture Format Impacts the Learning Experience

Varao-Sousa, Trish L.; Kingstone, Alan
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 11/11/2015 Português
Relevância na Pesquisa
65.32%
The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Evidence That Personal Genome Testing Enhances Student Learning in a Course on Genomics and Personalized Medicine

Salari, Keyan; Karczewski, Konrad J.; Hudgins, Louanne; Ormond, Kelly E.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 23/07/2013 Português
Relevância na Pesquisa
65.31%
An emerging debate in academic medical centers is not about the need for providing trainees with fundamental education on genomics, but rather the most effective educational models that should be deployed. At Stanford School of Medicine, a novel hands-on genomics course was developed in 2010 that provided students the option to undergo personal genome testing as part of the course curriculum. We hypothesized that use of personal genome testing in the classroom would enhance the learning experience of students. No data currently exist on how such methods impact student learning; thus, we surveyed students before and after the course to determine its impact. We analyzed responses using paired statistics from the 31 medical and graduate students who completed both pre-course and post-course surveys. Participants were stratified by those who did (N = 23) or did not (N = 8) undergo personal genome testing. In reflecting on the experience, 83% of students who underwent testing stated that they were pleased with their decision compared to 12.5% of students who decided against testing (P = 0.00058). Seventy percent of those who underwent personal genome testing self-reported a better understanding of human genetics on the basis of having undergone testing. Further...

Optimising Classroom Interaction : an Interview with Steve Walsh

Fernández del Viso Román, Vanesa
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2012 Português
Relevância na Pesquisa
55.4%
Professor Steve Walsh is Professor of Applied Linguistics at the School of ECLS of the University of Newcastle in the United Kingdom. He is the module leader for ‘Teacher Development for TESOL’, ‘Learning and teaching in Higher Education’, ‘Discourse Analysis for English language teachers’. He also supervises Master-level and Doctoral students. His main research interests focus on all aspects of classroom discourse and the interactional awareness among both teachers and pupils. He has published articles in journals such as Language Teaching Research, Corpus Linguistics and Linguistic Theory, ELT Journal and Language Awareness and books that have made an important impact on research in classroom interaction: Investigating Classroom Discourse (2006), and Exploring Classroom Discourse: Language in action (2011), to name a two recent ones.; El professor Steve Walsh és professor de Lingüística Aplicada de la School of ECLS of the University of Newcastle al Regne Unit. Ell és el líder del mòdul de ‘Teacher Development for TESOL’, ‘Learning and teaching in Higher Education’, ‘Discourse Analysis for English language teachers’. També supervisa als estudiants de nivell de Màster i Doctorat. Els seus principals interessos de recerca es centren en tots els aspectes del discurs a l'aula i el rol d'interacció entre professors i alumnes. Ha publicat articles en revistes com Language Teaching Research...

Secondary music students' compositional development with computer-mediated environments in classroom communities

Kirkman, Philip
Fonte: University of Cambridge; Faculty of Education; Hughes Hall Publicador: University of Cambridge; Faculty of Education; Hughes Hall
Tipo: Thesis; doctoral; PhD
Português
Relevância na Pesquisa
55.33%
Over the last decade digital technologies have brought significant changes to classroom music, promising support for the realisation of a musical education for all students. National curricula and exam specifications continue to embed technology more deeply. While these changes increasingly impact on music classrooms, there is a growing awareness that the presence of digital technologies may not always promote meaningful compositional development, particularly at GCSE level. A ?musical? curriculum seeks to promote meaningful compositional development by building upon a student?s previous musical experience and by providing practical, integrated and collaborative composing experiences. Existing empirical research demonstrates that a wide range of digital technologies are used in secondary classrooms to support students? compositional processes. When used successfully, such technologies give rise to computer- mediated environments which promote musical composing experiences. At the same time, current models of compositional development do not adequately account for the ways in which such contextual factors mediate students? compositional development. In response to this, the current research employs a multiple case study approach to explore the ways in which two secondary music students? compositional development proceeds when working with digital technologies. Drawing from both symbolic interactionism and activity theory as complementary theoretical lenses...

Situational effects of the school factors included in the dynamic model of educational effectiveness

Creemers,Bert; Kyriakides,Leonidas
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2009 Português
Relevância na Pesquisa
65.27%
We present results of a longitudinal study in which 50 schools, 113 classes and 2,542 Cypriot primary students participated. We tested the validity of the dynamic model of educational effectiveness and especially its assumption that the impact of school factors depends on the current situation of the school and on the type of problems/difficulties the school is facing. Reference is made to the methods used to test this assumption of the dynamic model by measuring school effectiveness in mathematics, Greek language, and religious education over two consecutive school years. The main findings are as follows. School factors were found to have situational effects. Specifically, the development of a school policy for teaching and the school evaluation of policy for teaching were found to have stronger effects in schools where the quality of teaching at classroom level was low. Moreover, time stability in the effectiveness status of schools was identified and thereby changes in the functioning of schools were found not to have a significant impact on changes in the effectiveness status of schools. Implications of the findings for the development of the dynamic model and suggestions for further research are presented.