Filipino parents’ school choice and loyalty: a factor analysis   总被引：1，自引：1，他引：0  

Allan B. de Guzman  Belinda V. de Castro  Kieshia Albert B. Aquino  Melinda Anne R. Buenaventura  Anna Celina C. Duque  Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122

This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified 8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation, data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher Association (PTA).  相似文献   

Effect of number of trials,interstimulus interval,and dishabituation during CS habituation on subsequent conditioning in a CER paradigm     

Alma E. Lantz 《Learning & behavior》1973,1(4):273-277

Three experiments were conducted to investigate the influence of variables during habituation of a CS on a subsequent conditioning to that CS in a conditioned emotional response paradigm. Experiment I varied the number of habituation trials received before conditioning, and it was found that additional habituation trials resulted in a further attenuation of conditioning. Experiment II varied the interstimulus interval of the habituating stimulus, and it was found that the longer intervals produced the greater attenuation in conditioning. Experiment III examined the effect of interpolating another stimulus between habituation and conditioning (dishabituation), and it was found that the dishabituating stimulus augmented subsequent conditioning. It was concluded that manipulations during habituation training that produce the greatest decrement in response to a stimulus, when assessed under equivalent conditions for all animals, have the greatest attenuating effect on subsequent conditioning to that stimulus.  相似文献   

Scripted schooling: determining when cultural retooling is worth the academic payoff     

Alma Nidia Garza  Jean Van Delinder 《British Journal of Sociology of Education》2020,41(4):490-506

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IMPROVING SCHOOLS IN DIFFICULT CONTEXTS: TOWARDS A DIFFERENTIATED APPROACH   总被引：3，自引：0，他引：3  

Alma Harris  Christopher Chapman 《British Journal of Educational Studies》2004,52(4):417-431

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Leading Change in Schools in Difficulty     

Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18

School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship is more likely to be broken through structural change and localised and community-based action rather than through the forces of standardization or accountability.  相似文献   

Instructional leadership in Malaysia: a review of the contemporary literature*     

Alma Harris  Michelle Jones  Donnie Adams  Kenny Cheah 《School Leadership & Management》2019,39(1):76-95

This article provides a review of the contemporary instructional leadership research base in Malaysia. The core aim of this review is to assess the recent knowledge base on instructional leadership in Malaysia and to evaluate its current contribution to the existing international literature. The article explores a range of published material that has focused explicitly on instructional leadership and instructional leadership practices in Malaysia, including that written in Bahasa Malaysia. The article outlines the findings from the review and highlights certain strengths and limitations. The article concludes by identifying areas for further enquiry and investigation.  相似文献   

The dark side of leadership and management     

Alma Harris  Michelle Jones 《School Leadership & Management》2018,38(5):475-477

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Learning online,offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face,online, and blended teaching modalities     

Shu-Chen Yen  Yafen Lo  Angela Lee  JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献   

Distributed leadership and organizational change: Reviewing the evidence   总被引：1，自引：0，他引：1  

Alma Harris  Kenneth Leithwood  Christopher Day  Pam Sammons  David Hopkins 《Journal of Educational Change》2007,8(4):337-347

This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation. This article is based on a literature review commissioned by the Department for Education and Skills as part of a research project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership: What it is and how it influences pupil learning’. London, DFES.  相似文献   

The influence of experience on pre-service and novice teachers – the Croatian perspective     

Alma Škugor  Marija Sablić 《欧洲师范教育杂志》2018,41(2):157-168

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.  相似文献