Search results for: Educational environment

Two different ways of thinking the public meaning of school education are derived from Arendt’s text on the crisis in education. In the first, the school is conceived of as the space/time of introduction, having a public role in giving access to the public sphere. In the second line of thinking, the school is by itself a public space/time: a space/time of suspension and profanation.

This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.

This theoretical paper is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. The paper examines and discusses some further implications of these studies in relation to recent publications and research concerned with internationalisation in higher education in various ways. The paper argues in favor of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice.

“Conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to use collaborative learning environment. The authors examined how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools. They also examined how these students used these interpretations to form coping strategies for success in the new environment.