Improving the School Learning Environment to Reduce Bullying: An Experimental Study

A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given.     

Teacher behavior and student outcomes: Results of a European study

This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010–2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn.     

Frequency,efficiency and flexibility of indirect addition in two learning environments

This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently.     

Developing and Implementing a Whole-School Policy for Spiritual, Moral, Social and Cultural Development

The OFSTED inspection report on Stalham High School praised the quality of its pastoral care and PSE, but also noted that the promotion of students' cultural and spiritual development across the whole curriculum was less satisfactory. The writer describes how the school set about responding to this weakness through the development of a whole-school policy. It was decided to develop an overarching policy for social, moral, cultural and spiritual development. Once an outline policy was produced, the views of staff were sought in a way which also increased their awareness of and involvement in the programme.     

Dilemmas faced by a university president in educational reforms

This paper explores higher education reforms in China in the 1990s. Confronted with the furious conflicts and mismatch between the market economy and the highly state-controlled socialist educational system, educational reforms in China are extremely complex and difficult. The authors present a case study here telling the tragedy of a university president's reforms in China. They have unfolded how the macro system changes impacted on the micro system reforms. They point out that multilayers exist within an organizational culture. Although understanding organizational culture does not guarantee successful reform, however, a thorough understanding of the fabric of an organizational culture may become an effective lever to initiate or implement the context-fitted reforms. The authors try to describe informatively what dilemmas the Chinese IHE leaders were faced with in the 1990s. Seeking new means for school reforms in a time of turbulent policy environment, in a testing period with sharp contradictory forces, school leaders should have not only sharp eyes, clear thinking, and independence but also creativity, endurance, and persistence.     

Managing academic personnel flow at universities∗∗

Abstract

Universities experience increasing difficulty in staffing their academic positions. Attracting and retaining highly qualified employees is a general problem that has received much attention in recent HRM literature. But several authors have claimed that the academic career has lost much of its attractiveness. This paper presents seven levers that universities may use to enhance their recruitment and retention power on a difficult job market. Suggestions are made based on experience from innovative organisations, both universities and business organisations. Special attention is given to the creation of multiple and flexible career paths within academia. We contend that a successful application of these suggestions will require major cultural and institutional change at universities.