Exploring the social ecological model based on national student achievements: extracting educational leaders’ role

Shapira‐Lishchinsky, Orly; Ben-Amram, Miri

doi:10.1080/13603124.2017.1318956

Cited by 10 publications

(8 citation statements)

References 60 publications

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“…Hence, it may affect motivation, and consequently, motivation influences academic achievement [59]. Another study finds that low violence at school and family socioeconomic status relate to academic achievement [60]. In line with that, the social environment also influences students.…”

Section: Socio-culturementioning

confidence: 88%

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Yunita

Santoso

Hasibuan

2022

Int. J. Emerg. Technol. Learn.

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Big data learning analytics is still in its infancy and has been developed on several campuses worldwide. Ideally, all students' profiles should be described and embraced to optimize the development of any proposed system related to big data learning analytics. This paper aims to extract information related to factors contributing to students’ academic achievement using quantitative and qualitative approach, in which co-occurrence analysis were applied for quantitative approach and facet analysis for the qualitative approach. For data collection, Kitchenham’s technique were used to select and filter the literature, at the first iteration, 1,167 papers were found. After applying inclusion and exclusion criteria, 101 articles were processed for text mining. Titles and abstracts were analyzed using a text-mining tool, and then resulted clusters of words. Afterwards, clusters of words were labeled using facet analysis. This study results in eight interrelated clusters of academic achievement factors: demography, internal consistency, technology, student course engagement, activity in a classroom, educational system, socio-culture, and personality. Several insights into each cluster will be described and might be beneficial for researchers in learning analytics.

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Section: Socio-culturementioning

confidence: 88%

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Yunita

Santoso

Hasibuan

2022

Int. J. Emerg. Technol. Learn.

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“…One model suggested by Bronfenbrenner (1977Bronfenbrenner ( , 2009 is rooted in human development from childhood throughout adulthood and presents several circles including individual, microsystem, and macrosystem. Later, this model was adapted to educational systems (Basham et al, 2010;Shapira-Lishchinsky and Ben-Amram, 2017). To fully comprehend the features of the preparation program and understand how their graduates are integrated into the school system (Bastian et al, 2018;Warren, 2018), we must consider teachers' interactions in their work environment, not only the classrooms, but the whole school as a community.…”

Section: Evaluating Teacher Certification Programsmentioning

confidence: 99%

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Dori

Goldman²,

Shwartz³

et al. 2023

Front. Educ.

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Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.

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“…This framework was developed by drawing on Bronfenbrenner's (1996) work, which argued that, to understand human development, the entire ecological system needed to be considered. Even though Bronfenbrenner's (1996) model of nested environments comes from the psychology field, it has been adapted and commonly used in educational settings and educational research (i.e., Cowie & Khoo, 2018;Shapira-Lishchinsky & Ben-Amram, 2017). In her research, Haworth (2009) modified the model to explore teachers' experiences within English as an Additional Language (EAL) settings in New Zealand.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Parada

Tour

2022

IJME

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Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth’s (2009) model of contextual layers of teachers’ work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers’ low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders.

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Exploring the social ecological model based on national student achievements: extracting educational leaders’ role

Cited by 10 publications

References 60 publications

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Finding Contributing Factors of Students’ Academic Achievement Using Quantitative and Qualitative Analyses-Based Information Extraction

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

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