In Germany there exist a high connection between the social economic background of students and the participation in education (different school-types and the achieved competencies).
Gerd:
I definitely think what's available on ResearchGate shows that such evidence exist:
https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=improving+teaching+and+learning+in+the+school+system+for+individual+learners&search-abstract=&search-journal=&search=Search
Best regards,
Debra
There is evidence of the impact of various small elements of he quality of schooling in both the psychological and sociological realm. The successes of both Finland and Hong Kong how that one single system is not the answer, but that a range of elements contribute to the success of the system. Interestingly the systems work while being quite different. The social millieu of the students is also part of the issue. Both systems also have their weaknesses. Without knowing details I would posit that Hong Kong has sigificant drop outs and stress and that students develop a strong achievement orientation, which has its negatives. I believe that non compliant students in Finland are not catered for as well as they might. I also believe that Finnish students have a good learnung focus rather than achevement focus.
So definition of 'good' system is also in question.
My experience leads me to believe that it is not so much the quality of teaching that is critical, but the motivation of the students. Only if the students are all well motivated is quality of teaching significant.
SO clarify the characteristics of a good system then identify the psychology and sociology that positions or 'nudges' students in that direction, then design the system accordingly. I call this an environmental approach. Design as many facets of the schooling environment to get the outcomes you want.
Some examples of factors that I have experimented with include:
Reframing success and failure by redesigning the reporting system - for a 5 year period, I reported strictly on improvement in science understanding so that students cme to regard success as 'improvement through effort' rather than the more common pass standard (which 50% of the students at my school couln't attain. Thisresulted in more confident students.
Reframing pedagogy as 'supporting students to move from where they are to the next stage to support he above view'.
Creating curriculum that was 'task based' so students saw themselves as having a real(istic) job to do. Etc
Definitely, it depends on what angle you want to take. The fundamental of education is literacy. You should look at running a language curriculum to enhance student learning. If you look at Vygotsky he suggests that language is fundamental in learning. What he means is that learning is done in social contexts, whether it be at home or at school. Social interaction is where learning occurs. With that in mind, you might find that lower socio- economic students produce lower levels of "ability", due to the language offered in the home environment. I believe that socio-economics affects learning in that manner.
Agreeing with Chevron Symes, it is crucial to note if the child has reliable visual function to allow learning from printed matter. If not, this should be re mediated and then continue on to prepare the student for further interventions of enhance visual learning.
The socio-economic background of students has definitely an impact on their participation in educational activities & on their final achievements. What was stated about such relationship in Germany (a developed country) also applies to a developing country (such as Kenya). The link contains a good case study about this issue in this African country.
http://www.aijssnet.com/journals/Vol_2_No_2_March_2013/5.pdf
Dear Moller
In a society where people, including students from good socio-economic status are definitely benefit from scientific progress and other issues of growing better.
Yes. See the work of John Hattie, (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. Also, John Hattie (2011). Visible Learning for Teachers: Maximizing Impact on Learning, Routledge. Robert Marzano and Timothy Waters may also have some helpful information in your research (Strategies that work). Good luck!
yes,in Africa many Studies abound on how to improve schooling.I did a similar work on Provision of sanitary towels for girls to improve schooling.Search ResearchGate &,Academic .edu, for abounding studies in africa
Gerd, definitely there are many products of online learning. This is self regulated and of course what you are involved in- ie. RG is part of it. Many Universities of the western world now offer online learning to those who are self regulated learners.
Shalom!
Dora
In my opinion, every activity that our students do, it is an evidence of learning that is suitable to evaluate in a formative way.
Dear Gerd,
I would suggest googling, and then begin doing more intensive scholarly research under the topics of "how to improve schools and how to measure improvement in of schools".
This can be done on numerous free and some paid for services, like ERIC in the USA or in the European Union at some of the educational centers run for the community.
Google Scholar shows these topics on first page. Some are useful for what is being considered here.
[PDF] Effective schools for the urban poor
R Edmonds - Educational leadership, 1979 - midwayisd.org
... staff members of the improving schools hold decidedly higher and apparently increasing levels
of ... In general, the improving schools are not characterized by a high emphasis upon
paraprofessional staff or ... more widely held than the belief that the family is some how the principal ...
Cited by 2904 Related articles All 4 versions Cite Save
[PDF] from yimg.com
[PDF] Trust in schools: A core resource for school reform
AS Bryk, B Schneider - Educational leadership, 2003 - xa.yimg.com
... The principal's actions at Ridgeway offer a compelling example of how a perceived lack of ... When
the teachers did not improve, however, he dropped the initiative and did not change the ... In this
respect, increasing trust and deepening organizational change support each other. ...
Cited by 508 Related articles All 10 versions Cite Save More
[BOOK] Turning points 2000: Educating adolescents in the 21st century.
AW Jackson, GA Davis - 2000 - ERIC
... A Decade Later"; (2) "'Turning Points 2000': A Design for Improving Middle Grades ... Teaching and
Learning"; (5) "Expert Teachers for Middle Grades Schools: Pre-Service ... 6) "Organizing
Relationships for Learning"; (7) "Democratic Governance To Improve Student Learning"; (8 ...
Cited by 1070 Related articles All 3 versions Cite Save More
[BOOK] Making schools work: Improving performance and controlling costs
EA Hanushek - 1994 - books.google.com
... The panel concludes that school performance can be improved, without increasing ex- penditure ...
No matter how successful or unsuccessful current reform programs are, schools will always face ...
Only by working diligently to improve themselves can schools fulfill the trust placed ...
Cited by 446 Related articles All 4 versions Cite Save
[PDF] from jstor.org
[PDF] Effective schools: A review
SC Purkey, MS Smith - The elementary school journal, 1983 - JSTOR
... that use schoolwide indexes, outlier studies may not inform educators about how to make ... schools
in Michigan identified 10 characteristics that differentiate schools with increasing fourth-grade ...
three in Los Angeles and two in Chicago, that were attempting to improve via "school ...
Cited by 2292 Related articles All 3 versions Cite Save
How schools change reforms: Redefining reform success and failure
L Cuban - The Teachers College Record, 1998 - tcrecord.org
... parental involvement in directing schools leaned on Effective Schools research to improve big
city ... would have driven policy elites to
Dear Gerd ,
In my article: Fisher, Y. (2012). School Quality: Learning through the Success of Others. Education, 2(5), 160-173 (it is on ResearchGate I wrote about 2 case studies in Israel describing exactly how to improve the system of schooling at an individual (teaching and learning) level. I am adding a link to the article and I hope you will find an answer to your question there.
Article Fisher, Y. (2012). School Quality: Learning through the Succ...
Often, so-called learning failure is a product of standards developed from learning biases that are called achievement. The disadvantaged learn continuously and often know and understand what the advantaged do not see.
Literacy is my area. Two sources: Brian Cambourne, Conditions for Learning, and the body of Dame Marie Clay's work on Emergent Literacy and her program for individual tutoring Reading Tecovery
Hi Gerd,
Kathryn Anderson suggests Hattie's two books on Visible Learning - Gold!! His book for teachers to apply in their classroom Visible Learning for Teachers sets out what you can do at the level of your lesson - the beginning, the middle and the end. He points out that your effectiveness as a teacher changes when you begin to include in your work ways of looking at your effectiveness.
The research analyses behind Hattie's thinking about how to be more effective in the classroom is mirrored in the work of Marzano - "Classroom Instruction that Works" and "What works in Schools", are both to be recommended.
I can highly recommend Hattie and Marzano as part of the answer your question!!
Traditional teaching styles have evolved with: Dewey (1938) “Constructivist approach”, Gardner (1983) “Multiple Intelligence” theory and Tomlinson (2005) “Differentiated instruction.” The 21st Century teacher must develop instructional styles that work well in diverse classrooms. Effective teaching methods engage gifted students, as well as slow-learners and those with attention deficit tendencies. This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a given classroom.
It is vital to engage the students in the teaching and learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory or a self-evaluation of the teacher’s strengths and weaknesses. As the teacher develops her/his teaching styles and integrates it with effective classroom management skills, she/he will learn what works best for the students and the curriculum.
Dewey (1938) philosophy of Experience and Education requires teachers to provide learners with quality experiences that will result in growth and creativity in their subsequent experiences. Dewey (1938) refers to this principle as the continuity of experience or the experiential continuum. In an experience, interaction occurs between an individual, objects, and other people. The experience becomes what it is because of this transaction between an individual and what constitutes his or her environment. The environment consists of whatever conditions (objects or people) interact with an individual’s internal personal needs, desires, capacities, and purposes that create the resulting experience (Dewey, 1938, pp. 43-44).
According to Gardner (1983), intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge. Rather than defining intelligence in terms of IQ scores, Gardner (1983) offered an alternative view. The theorist suggested that intelligence be described as the combination of psychological and biological characteristics that enable individuals to solve problems or create products that are valued in one or more cultures.
Gardner (1983) identified the following eight intelligences: Linguistic intelligence allows individuals to communicate and make sense of the world through language. Logical-mathematical intelligence enables individuals to use, appreciate, and analyze abstract relationships. Spatial intelligence enables people to perceive visual or spatial information, to transform this information, and to recreate visual images from memory. Musical intelligence allows people to create, communicate, and understand meanings made out of sound. Bodily-kinesthetic intelligence entails using all or part of the body to solve problems or create products. Interpersonal intelligence is the capacity to recognize and make distinctions among others’ feelings and intentions, and to draw on these in solving problems. Intrapersonal intelligence enables individuals to recognize and distinguish among their own feelings, to build accurate mental models of themselves, and to draw on these models to make decisions about their lives. Naturalist intelligence allows people to solve problems by distinguishing among, classifying, and using features of the natural world. Every learner has the capacity to exhibit all of these intelligences, but some intelligences are more highly developed than others in certain individuals. These intelligences contributed to the establishment of the centers in the early childhood’s classroom.
Tomlinson (2005) of differentiated instruction - To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
Tomlinson (2005) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products.
1) Content: Teachers should provide several elements and materials to support instructional content. They should align tasks and objectives to learning goals. They should use a concept-focused and principle-driven method of instruction.
2) Process: Teachers should consistently use flexible grouping. They should consider effective classroom management to operate in a differentiated instruction environment.
3) Products: Teachers should develop initial and on-going assessment of student readiness and growth. The students must be active participants in the teaching/learning process and responsible explorers.
With today’s increasing diversity among students in terms of language, culture, religions, ability, and experience, it has become even more important to find strategies that meet a wide range of needs. Schools that have successful results with all their students use a variety of teaching approaches, engage with families and communities to support life-long learning, and keep students motivated to learn and create. To do this work well, especially in large, urban school systems, practitioners (teachers, aides, school psychologists, and other school personnel) need some specialized tools. Dewey (1938) constructivist approach, Gardner (1983) Multiple Intelligences theory and Tomlinson (2005) differentiated instructions strategies provide a framework and tools that can help teachers in designing classrooms, instruction, and curricula that meet the individual needs of many kinds of students.
I think culture of Organizational citizenship behaviour can improve teachers learning, and then they can enhance students learning potential. OCB theory for the first time introduced by Batmen and Organ in 1983, later organ(1988) defined OCB on the basis of five factors and these five factors are Altruism, civic virtue, consciousness, courtesy and sportsmanship. All these factors help in improving teachers learning and as a result students learning potential will enhance.
I think that the family plays a key role in individual development. The school can help in this regard but the focus will be more collective because the complex social relations are the basis for the individual progress
Evidence from studies suggest that there is no such thing as minds not being open to learning. That is the same as saying students are basically lazy. There are very many unmotivated students because education policy makers are not keeping up with what young people are interested in. Times are changing thick and fast and Sir Ken Robinson aptly expresses disbelief at how our education systems are still in draconian times. So much so that we are stifling our creative minds by the sanctions laid on them from Pre-Primary years, that by the time they are in their teens, of course it is not motivating when noone cares about your passion. Whether it is gaming or skateboarding.
High tech schools that take a students interests into consideration as a life-long area of learning are close to finding that motivator to engage the mind of the one who is not 'open". Those before them like the 'Gates', 'Bransons' and 'Olivers' of this past generation should be the leaders and persons to look up to for their innovation when education was tough for them and they didn't let the 'norm' stop them. Being a top school does not denote only the performance of the students. A top school is one that has people achieving at all levels of life, in happiness to be where they are, whether their vocation is a carpenter, service station attendant , rocket scientist or surgeon.
Research I was undertaking back in the 1980's focused on the genus loci of the school environment and the impact on the learning process. Learning in communities such as Australian aboriginal and the Kubitz clearly identify learning is best achieved when students feel at one in the environment. One professor I had at Sydney University implied that motivation was the key to learning.and therefore the implication would be motivate the students and they will learn. Montessori methods would suggest that students will learn when they feel the need to learn. Regardless of what theory that is followed people learn if they want to learn and learn only what they commit to learning.
Leah:
In the case of adults they also learn best when they need to use the information right away like on the job to address a problem or update their skills for a new system.
Debra
Give all the teaching and learning materials free in school,add feeding and give them good recreational ground for all children.Offer interesting classrooms,involve parents,inform communities,provide opportunity for growth and progression to higher levels and see if schooling will not improve in all states of the world for both individual and group or even societal level.
Yes there is evidence! The UK Impact09 project visited 9 nationally acclaimed schools to see how they delivered ICT, and guess what? Three had very little ICT embedded- but they had a head teacher who was very good at talking, and two or three superb teachers. What about the three schools that really deserved their reputation? How had they achieved deeply embedded ICT that transformed the staff and every student's life chances? Read our report to find out:
Harrison, C., Tomás, C., & Crook, C. (2014). An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools. Computers in Human Behavior, 34, 345-351.
http://www.sciencedirect.com/science/article/pii/S0747563213003920
“What works best in education?” is a question often asked, by teachers, researchers and governments. John Hattie's work might be of relevance here. His 15 year meta-analysis of over ¼ of a billion students worldwide has enabled him to identify what really aids student achievement. Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. When all factors are considered he found that the key to 'making a difference' was making teaching and learning visible. In his book “Visible learning for teachers“ he explains the story. There is also lots of information on the web about Hattie's research. More recently Hattie was interviewed by Morning Report on Radio NZ about research which indicates governments must raise the quality of teachers and principals if they want to improve their schools.
http://www.radionz.co.nz/national/programmes/ninetonoon/audio/201758751/john-hattie-education-policy,-the-politics-of-distraction
Wednesday 17 June 2015
A leading education professor (John Hattie) says "new research shows governments must raise the quality of teachers & principals if they want to improve their schools". Raising the quality cannot be done without a cost . Are governments ready to pay or not ? This is the question. Thousands of research papers have been published in the last 50 years about methods of improving teachers & yet we witnessed a decline in the educational process over these years. When I was a school student half a century ago, I remember that the teaching job was respected & the teachers used to get adequate salaries. At present, teachers are not respected as before & they are underpaid in most countries. This is not a recipe for progress. Teachers need actions of support and not preaching about how to do a good job.
At a classroom level generating buy-in from students has been successful in my teaching and cascading this into a whole school policy with leaders who were willing to take the risk created a successful school. Problems when all teachers were not committed enough to embrace specific challenges with the less convinced students reduced but did not eliminate the effect. Students don't only attend school to learn subjects, they want to be discovered, noticed and praised. All schools and teachers should be looking to fulfil these desires, raising student confidence and interest by knowing them not just teaching them.
Maryam, I agree. I'd also like to encourage folks interested in effective (and even expert) teaching to read Derek Gottlieb's Education Reform and the Concept of Good Teaching. It's just been pubished as part of the Routledge International Studies in the Philosophy of Education, and it addresses why so many policy-makers (and those of us who are street-level implementers of policy) still struggle so very much with this issue.
This resource is exceptionally helpful. Best of luck.
Article John Hattie: Visible learning: A synthesis of over 800 meta-...
The development of individual education can be evidenced by activating the principle of taking into account individual differences, meaning that the teacher assigns students according to their abilities and capabilities
The question does not specify the system, but it can be assumed that it is the educational system in a particular school. Since you mentioned that there are correlates between the "social economic background of students and the participation in education" in your query, there is already an evidence of disparity in student performance. An in-depth analysis of the system may aid you in identifying and formulating solutions to your problem. Obtaining evidence of disparities can be garnered in various areas, and would range from student output quality (variances in quality between students from different socioeconomic backgrounds would show similarities in the correlates that you mentioned), to curricular competencies, to teaching quality, to evaluative systems, such as student grades, achievement and assessments and other systems set to measure student performance, . These components would indicate which dimension shows weakness, or lack of quality thereof, in the system that you might be pertaining to.
Always find the weak side of the system and then look for proper ways to make changes and implement new process in the system
Any teaching does not touch the learner and express his explanation can not be a catalyst for a walk in singles learning.
The way of the High-quality instructional materials and curriculum-based professional learning can help us continue to drive improvements in teaching and learning that reach all students. We can capitalize on the investments that states and systems have already made in adopting new standards by better connecting teachers with curriculum developers and professional learning providers.
Actualmente, en los sistemas educativos, cualquier profesionista imparte clases por necesidad personal o de las escuelas; ante esta situación, si los gobiernos no les prepara, cada quien debería tomar la responsabilidad de actualizarse personalmente, tanto en su área de conocimiento como en lo pedagógico y en lo didáctico. Y por parte del alumnado debería poseer más auto estudio, y estudiar por descubrimiento. No conformarse con lo que el maestro le enseña. de esta manera la educación de cada alumno sería más optima individualmente.
The evidence for improving the education system at the individual level (teaching and learning is through taking Criterion-Referenced tests, that is, which sets a spoken score of not less than 70% or 80% of the total score for the test).
For us to improve the system is to look on level of our students, looking on the standard level of our students makes them comfortable in learning or in teaching learning, puting our level into their level in some rates/circumstances makes them to motivated in that they wil strive to learning in our lesson because they feel that we care them, if we got their feeling that's the time we can now move to another step of the ladder in that they will go for us because they already adjusted their self learning
Educational institutions must adapt to the changing landscape of politics, economy, and higher education in the global, regional and local levels if only to create a learning environment that is attuned to life, to streamline the design of the curriculum and to make the learning process more relevant and meaningful for the learners.
The most important guide is performance indicators and questionnaires
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