How can schools build learning organisations in difficult education contexts?

Moloi, Kholeka Constance

doi:10.15700/saje.v30n4a392

Cited by 27 publications

(22 citation statements)

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“…Por ejemplo, en los últimos años los investigadores han analizado las influencias en el rendimiento y en el aprendizaje escolar según el contexto que engloba al centro, estudiando diferentes variables como las competencias docentes, los comportamientos disruptivos de los estudiantes, la motivación, la práctica deportiva en su tiempo libre e incluso el bienestar del discente con la vida, con la escuela y con las diferentes asignaturas (Danielsen, Samdal, Hetland, & Wold, 2009;EstebanCornejo et al, 2014;Lewis, Huebner, Malone, & Valois, 2011;Moloi, 2010;Robles, Solbes, Cantó, & Lozano, 2015;Suldo & Huebner, 2006). En el estudio de estas variables, la teoría del bienestar subjetivo podría contribuir de forma positiva a esclarecer diversos comportamientos del discente.…”

Section: Introductionunclassified

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Baños

Ortiz-Camacho

Extremera

et al. 2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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Facultad Ciencias de la Educación, Universidad de Granada, España RESUMEN: Existen distintas variables contextuales que influyen en la satisfacción, la motivación y el rendimiento académico de los adolescentes en la escuela, dándole importancia a la figura del docente. El objetivo de este trabajo será analizar los perfiles de satisfacción, motivación y el clima de aprendizaje en función del rendimiento académico del discente y de las competencias del profesorado, así como ejemplificar el diseño, metodología y posibles análisis a realizar para responder a los objetivos planteados. La muestra estará compuesta por 890 adolescentes estudiantes de EF (442 hombres y 448 mujeres), con una media de edad de 15.49 años (DT = 1.79), pertenecientes a centros públicos y privados de ESO y BACH de la Región de Murcia y la provincia de Alicante (España). El instrumento a utilizar será un cuestionario compuesto por las escalas: Rendimiento académico, Satisfacción con la vida (SATV), Satisfacción con la escuela (ISC), Sport Satisfaction Instrument (SSI), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teacher's Emphasison Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to partake in leisure-time physical activity, Importancia y utilidad de la Educación Física (IEF).En este artículo presentamos el diseño de la investigación. Pensamos que los resultados obtenidos tendrán una gran repercusión en el sistema educativo español e incitarán a reflexionar sobre diferentes aspectos del currículo en la ESO y BACH. Palabras clave: satisfacción, rendimiento académico, competencias docentes, secundaria, Educación Física.ABSTRACT: There are several contextual variables that influence the satisfaction, motivation and academic performance of adolescents in school, giving importance to the teacher figure. The aim of this work will be to analyze the satisfaction profiles, motivation and the learning climate in function of the academic performance of the student and the competition of the teachers as well as to exemplify the design, methodology and possible analysis to be carried out in order to respond to the stated objectives. The sample will be composed of 890 PE students (442 men and 448 women), with a mean age of 15.49 years (SD = 1.79) belonging to public and private ESO and BACH centers in the Region of Murcia and Alicante. The instrument to be used will be a questionnaire composed by the scales: Academic Performance, Satisfaction with Life (SATV), Satisfaction with Leisure-Time Physical Activity, Importance and Utility of Physical Education (IEF). In this article we present the design of the research. We believe that the results obtained will have a great impact on the Spanish educational system and will incite to reflect on different aspects of the curriculum in secondary and high school. School (ISC), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teachers Emphasis on Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to Partake in

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Section: Introductionunclassified

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Baños

Ortiz-Camacho

Extremera

et al. 2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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“…Muchos autores han intentado demostrar influencias en el rendimiento y en el aprendizaje escolar en función del contexto que envuelve al centro (Moloi, 2010), del bienestar del estudiante en la escuela (Danielsen, Samdal, Hetland, y Wold, 2009), o, incluso, de la satisfacción con la escuela, como se comprobará más adelante. De ahí que pueda resultar tan importante que el estudiante se encuentre satisfecho, divertido y a gusto.…”

Section: Introductionunclassified

Prediction Model of Satisfaction with Physical Education and School // Modelo de predicción de la satisfacción con la educación física y la escuela

Extremera

Gallegos

2014

REV PSICODIDACT

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ResumenEl objetivo fue analizar un modelo de predicción de las orientaciones de metas sobre la satisfacción con la educación física y la escuela. La muestra fue de 202 hombres y 208 mujeres de educación secundaria de centros públicos de Murcia, con edades entre 13 y 16 años (M = 15.14; DT = .96). Se utilizó un cuestionario compuesto por la escala de Metas de Logro 2x2, y las escalas de Satisfacción con la Educación Física y de Satisfacción Intrínseca a la Escuela. Se realizaron análisis descriptivos y modelos de regresión estructurales. Destacan los altos valores de aproximación-maestría y de satisfacción/diversión, siendo mayor en educación física que en la satisfacción en la escuela. En el modelo estructural, la aproximación-maestría es el único predictor de la satisfacción/diversión en la educación física, siendo ésta predictora de la satisfacción/diversión en la escuela, pero no a la inversa.Palabras clave: Educación física, modelo de regresión estructural, metas de logro. AbstractThe aim was to analyze a model to predict the orientations of goals on satisfaction with physical education and school. The sample consisted of 202 men and 208 women of secondary education in public schools in the Region of Murcia, aged between 13 and 16 (M = 15.14; SD = .96). It was used a questionnaire composed of Achievement Goal Questionnaire 2x2, Satisfaction Physical Education Instrument and Intrinsic Satisfaction Classroom Scale. Descriptive and structural equation modeling analyzes were conducted. Stresses the score-master approach over other goals, also satisfaction/ fun is higher in physical education at satisfaction in school. In the model equations, it is to highlight the importance of mastery-approach in predicting satisfaction/fun in physical education and this satisfaction/fun in school, while the reverse is negative.

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“…Implicitly or explicitly they argue that the concept is suitable to any school organisation, regardless of the context in which the school operates. The latter is exemplified by application of the concept in a wide range of countries, including Australia , England and Wales (Kirkham, 2005), Iran (Ghahramanifard, Pashaei and Mehmandoust, 2013), Israel (Schechter and Mowafaq, 2012), Korea , Malaysia (Hamzah et al, 2011), South Africa (Moloi et al, 2006;Moloi, 2010) and the United States (Higgins et al, 2012;Harris and van Tassell, 2005).…”

Section: Common Characteristics Of the School As Learning Organisationmentioning

confidence: 99%

What Makes a School a Learning Organisation?

Kools

Stoll

2016

OECD Education Working Papers

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JT03417968Complete document available on OLIS in its original format This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org. This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.EDU/WKP (2016)11 3 ABSTRACTWhat are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded in the literature and is recognisable to all parties involved, i.e. educators, policy makers, parents and others alike. The paper provides an in-depth analysis of the learning organisation literature in general, and within a school context. It identifies and operationalises the characteristics of the school as learning organisation in an integrated model that consists of seven overarching 'action-oriented' dimensions: 1) developing and sharing a vision centred on the learning of all students; 2) creating and supporting continuous learning opportunities for all staff; 3) promoting team learning and collaboration among staff; 4) establishing a culture of inquiry, innovation and exploration; 5) establishing embedded systems for collecting and exchanging knowledge and learning; 6) learn...

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How can schools build learning organisations in difficult education contexts?

Cited by 27 publications

References 0 publications

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Prediction Model of Satisfaction with Physical Education and School // Modelo de predicción de la satisfacción con la educación física y la escuela

What Makes a School a Learning Organisation?

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