The Changing Nature of Autonomy: Transformations of the Late Swedish Teaching Profession

ERIC Educational Resources Information Center

Wermke, Wieland; Forsberg, Eva

2017-01-01

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this…

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education.

PubMed

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-09-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students' perceived autonomy and intrinsic motivation.

School Autonomy and District Support: How Principals Respond to a Tiered Autonomy Initiative in Philadelphia Public Schools

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Cox, Amanda Barrett

2017-01-01

A tiered autonomy policy was recently implemented in Philadelphia, where select principals were granted autonomy to manage school operations while others were promised greater district support to improve school functioning. This article provides evidence on how principals used their autonomy and the extent of district support for non-autonomous…

Teachers' Organizational Citizenship Behaviour: Considering the Roles of Their Work Engagement, Autonomy and Leader-Member Exchange

ERIC Educational Resources Information Center

Runhaar, Piety; Konermann, Judith; Sanders, Karin

2013-01-01

The increasing demands that schools are confronted with recently, require teachers' commitment and contribution to school goals, regardless of formal job requirements. This study examines the influence of teachers' work context, in terms of autonomy and leader-membership exchange (LMX), on the relationship between their work engagement and…

Impact of School Autonomy on Student Achievement: Cases from Australia

ERIC Educational Resources Information Center

Caldwell, Brian John

2016-01-01

Purpose: The purpose of this paper is to report four case studies in Australia that respond to the question: "How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement"?…

School Autonomy, Leadership and Learning: A Reconceptualisation

ERIC Educational Resources Information Center

Cheng, Yin Cheong; Ko, James; Lee, Theodore Tai Hoi

2016-01-01

Purpose: The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.…

Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis

NASA Astrophysics Data System (ADS)

Ford, Michael Robert

Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community. This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools' needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers' union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools' capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

A Recent Swedish Attempt to Weaken State Control and Strengthen School Autonomy: The Experiment with Local Time Schedules

ERIC Educational Resources Information Center

Ronnberg, Linda

2007-01-01

In 1999, after a series of far-reaching reforms aiming at decentralisation, deregulation and increased local autonomy in Swedish education, the Government decided to introduce a five-year experiment, which would develop these reform efforts even further. Even though Swedish compulsory schools already were the most autonomous in Europe with regard…

School Autonomy and Accountability in Thailand: Does the Gap between Policy Intent and Implementation Matter?

ERIC Educational Resources Information Center

Patrinos, Harry Anthony; Arcia, Gustavo; Macdonald, Kevin

2015-01-01

This article contrasts policy intent and policy implementation in school autonomy and accountability. The analysis uses a conceptual framework based on the interaction between school autonomy, student assessment, and accountability as elements of a closed system. The article analyzes the implementation of school autonomy and accountability policy,…

Free to Lead: Autonomy in Highly Successful Charter Schools. Issue Brief

ERIC Educational Resources Information Center

Ableidinger, Joe; Hassel, Bryan C.

2010-01-01

Autonomy is a key component of the charter school concept. By allowing charter schools to have autonomy over decisions concerning finance, personnel, scheduling, curriculum and instruction, states have enabled many of these schools to produce stellar results for their students. This issue brief explores autonomy at five excellent charter schools…

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

Relations of Behavioral Autonomy to Health Outcomes Among Emerging Adults With and Without Type 1 Diabetes

PubMed Central

Reynolds, Kerry A.; Becker, Dorothy; Escobar, Oscar; Siminerio, Linda

2014-01-01

Objective To examine the relation of behavioral autonomy to psychological, behavioral, and physical health among emerging adults with and without type 1 diabetes. Methods High school seniors with (n = 118) and without type 1 diabetes (n = 122) completed online questionnaires for three consecutive years. Behavioral autonomy, psychological health, risk behaviors, and diabetes outcomes were assessed. Regression analyses were conducted to predict Time 2 and 3 outcomes, controlling for Time 1 outcomes. Results There were no group differences in behavioral autonomy. Behavioral autonomy predicted better psychological health but only for emerging adults without diabetes. Behavioral autonomy was related to increased risk behavior for both groups. Behavioral autonomy was unrelated to self-care but predicted better glycemic control for females. Conclusions Behavioral autonomy may be beneficial for psychological health, but is related to increased risk behavior. The implications of behavioral autonomy for emerging adults with type 1 diabetes require careful consideration. PMID:25157070

Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study.

PubMed

Yu, Chengfu; Li, Xian; Wang, Shujun; Zhang, Wei

2016-06-01

Grounded in stage-environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Exploring Principal Autonomy in Charter, Private, and Public Schools

ERIC Educational Resources Information Center

Adamson, Linda

2012-01-01

This qualitative multiple case study concerned how school principals in charter, private, and public school settings experience autonomy, based on the schools' governance structures and accountability systems. Principal autonomy was defined as the authority that school principals exercise to lead staff effectively, to make decisions based on…

The Impact of Within-School Autonomy on Students' Goal Orientations and Engagement with Mathematics

ERIC Educational Resources Information Center

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-01-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with…

School Autonomy in the Province of Buenos Aires, Argentina: Evidence from Two School Districts

ERIC Educational Resources Information Center

Astiz, M. Fernanda

2006-01-01

This article provides empirical evidence of policy adoption, outcomes and consequences of decentralization and school autonomy initiatives enacted in Argentina during the 1990s. The study examines what school autonomy meant in Argentina and how it was adopted at the provincial and school levels. Using qualitative data on school districts of the…

School Autonomy: A Comparison between China and the United States

ERIC Educational Resources Information Center

Xia, Jiangang; Gao, Xingyuan; Shen, Jianping

2017-01-01

This study examined and compared school autonomy in China and the United States. Based on the international PISA 2012 school data, the authors examined three aspects of school autonomy. We found that in comparison with the United States, (1) principals from China were less likely to have responsibility over eleven school decisions (hiring…

Controlled Autonomy: Novice Principals' Schema for District Control and School Autonomy

ERIC Educational Resources Information Center

Weiner, Jennie M.; Woulfin, Sarah L.

2017-01-01

Purpose: The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label "controlled autonomy"--a condition in which school leaders are expected to both make site-based decisions and be accountable…

Women's decision-making autonomy and children's schooling in rural Mozambique.

PubMed

Luz, Luciana; Agadjanian, Victor

2015-03-24

Women's decision-making autonomy in developing settings has been shown to improve child survival and health outcomes. However, little research has addressed possible connections between women's autonomy and children's schooling. To examine the relationship between rural women's decision-making autonomy and enrollment status of primary school-age children living in their households and how this relationship differs by child's gender. The analysis uses data from a 2009 survey of rural households in four districts of Gaza province in southern Mozambique. Multilevel logistic models predict the probability of being in school for children between 6 and 14 years old. The results show a positive association of women's decision-making autonomy with the probability of being enrolled in primary school for daughters, but not for sons. The effect of women's autonomy is net of other women's characteristics typically associated with enrollment and does not mediate the effects of those characteristics. Based on the results, we argue that women with higher levels of decision-making autonomy may have a stronger preference for daughters' schooling and may have a greater say in making and implementing decisions regarding daughters' education, compared to women with lower autonomy levels. Results also illustrate a need for considering a broader set of autonomy-related characteristics when examining the effects of women's status on children's educational outcomes.

Relations of behavioral autonomy to health outcomes among emerging adults with and without type 1 diabetes.

PubMed

Helgeson, Vicki S; Reynolds, Kerry A; Becker, Dorothy; Escobar, Oscar; Siminerio, Linda

2014-01-01

To examine the relation of behavioral autonomy to psychological, behavioral, and physical health among emerging adults with and without type 1 diabetes. High school seniors with (n = 118) and without type 1 diabetes (n = 122) completed online questionnaires for three consecutive years. Behavioral autonomy, psychological health, risk behaviors, and diabetes outcomes were assessed. Regression analyses were conducted to predict Time 2 and 3 outcomes, controlling for Time 1 outcomes. There were no group differences in behavioral autonomy. Behavioral autonomy predicted better psychological health but only for emerging adults without diabetes. Behavioral autonomy was related to increased risk behavior for both groups. Behavioral autonomy was unrelated to self-care but predicted better glycemic control for females. Behavioral autonomy may be beneficial for psychological health, but is related to increased risk behavior. The implications of behavioral autonomy for emerging adults with type 1 diabetes require careful consideration. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Relationships between School Autonomy Gap, Principal Leadership, Teachers' Job Satisfaction and Organizational Commitment

ERIC Educational Resources Information Center

Dou, Diya; Devos, Geert; Valcke, Martin

2017-01-01

This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes…

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-Making in Western Australian Public Schools

ERIC Educational Resources Information Center

Trimmer, Karen

2013-01-01

With the increasing diversity in schools and the call for addressing specific regional needs, decentralized regulation of the education system is often proposed as an alternative approach to achieve school improvement. Researchers have often associated experimentation and risk-taking as key aspects of effective educational leadership while…

Women’s decision-making autonomy and children’s schooling in rural Mozambique

PubMed Central

Luz, Luciana; Agadjanian, Victor

2015-01-01

BACKGROUND Women’s decision-making autonomy in developing settings has been shown to improve child survival and health outcomes. However, little research has addressed possible connections between women’s autonomy and children’s schooling. OBJECTIVE To examine the relationship between rural women’s decision-making autonomy and enrollment status of primary school-age children living in their households and how this relationship differs by child’s gender. METHODS The analysis uses data from a 2009 survey of rural households in four districts of Gaza province in southern Mozambique. Multilevel logistic models predict the probability of being in school for children between 6 and 14 years old. RESULTS The results show a positive association of women’s decision-making autonomy with the probability of being enrolled in primary school for daughters, but not for sons. The effect of women’s autonomy is net of other women’s characteristics typically associated with enrollment and does not mediate the effects of those characteristics. CONCLUSIONS Based on the results, we argue that women with higher levels of decision-making autonomy may have a stronger preference for daughters’ schooling and may have a greater say in making and implementing decisions regarding daughters’ education, compared to women with lower autonomy levels. Results also illustrate a need for considering a broader set of autonomy-related characteristics when examining the effects of women’s status on children’s educational outcomes. PMID:26491400

South Korean Elementary School Teachers' Perceptions of Professional Curricular Autonomy

ERIC Educational Resources Information Center

Min, Mina

2017-01-01

With increasingly diverse formal education settings around the globe, teachers' ability to differentiate curriculum is essential to meet the needs of students with varied cultural, socioeconomic, racial, and linguistic backgrounds. Teachers' curricular autonomy is a prerequisite to diversify curriculum. Guided by sociocultural approaches to agency…

An Effective School Autonomy Model: Examining Headteachers' Job Satisfaction and Work-Related Stress

ERIC Educational Resources Information Center

Nicolaidou Solomou, Galatia; Pashiardis, Petros

2016-01-01

Purpose: Although school autonomy has been a matter of great interest during the last decades and several relevant measures have been implemented toward this end, the relation between school autonomy and school effectiveness has not been examined thoroughly. The purpose of this paper is to explore this relation and to propose an effective school…

School-Based Budgeting: Increasing Influence and Information at the School Level in Rochester, New York.

ERIC Educational Resources Information Center

Moser, Michelle

1998-01-01

Using survey and interview responses, examines school members' perceptions of school autonomy over budget decisions, availability of budget information at the school level, and members' willingness to engage in shared decision making in Rochester, New York. Results suggest there are implementation barriers in Rochester pilot schools. Participants…

The Development of School Autonomy and Accountability in Hong Kong: Multiple Changes in Governance, Work, Curriculum, and Learning

ERIC Educational Resources Information Center

Ko, James; Cheng, Yin Cheong; Lee, Theodore Tai Hoi

2016-01-01

Purpose: The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach: To explore the evolution and the uniqueness of autonomy and…

Rebels against the System: Leadership Agency and Curriculum Innovation in the Context of School Autonomy and Accountability in England

ERIC Educational Resources Information Center

Greany, Toby; Waterhouse, Joanne

2016-01-01

Purpose: The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach: An initial literature review was…

A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

ERIC Educational Resources Information Center

Oberfield, Zachary W.

2016-01-01

Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is…

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

PubMed Central

Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.

2012-01-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed. PMID:22198156

The pivotal role of adolescent autonomy in secondary school classrooms.

PubMed

Hafen, Christopher A; Allen, Joseph P; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C

2012-03-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.

Principal Leadership and the Colorado Innovation Schools Act of 2008

ERIC Educational Resources Information Center

Walsh, Margaret A.

2012-01-01

The purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the "Colorado Innovation Schools Act of 2008" (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and…

Can Schools Be Autonomous in a Centralised Educational System?: On Formal and Actual School Autonomy in the Italian Context

ERIC Educational Resources Information Center

Agasisti, Tommaso; Catalano, Giuseppe; Sibiano, Piergiacomo

2013-01-01

Purpose: The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided…

"Are We Architects or Construction Workers?" Re-Examining Teacher Autonomy and Turnover in Charter Schools

ERIC Educational Resources Information Center

Torres, A. Chris

2014-01-01

Charter school teachers nationwide expressed greater autonomy compared to traditional public school teachers at the turn of the century. But is this trend changing? The recent proliferation of Charter Management Organizations (CMOs), which often have prescriptive organizational models, has raised questions around how teachers perceive autonomy and…

School Autonomy, Leadership and Student Achievement: Reflections from Finland

ERIC Educational Resources Information Center

Saarivirta, Toni; Kumpulainen, Kristiina

2016-01-01

Purpose: The purpose of this paper is to provide national information on school autonomy, leadership and student achievements in Finland. Design/methodology/approach: The paper is a literature review on Finnish studies focusing on school autonomy, leadership and student achievement. The studies have been reviewed on the basis of a content…

Financial Management in School Administration.

ERIC Educational Resources Information Center

Tronc, Keith, Ed.

Because Australian school principals are being given increasing autonomy, knowledge of basic accounting principles and skill in elementary financial management are becoming more necessary. This book attempts to supply school administrators with information needed to handle new accounting duties and to lay a foundation for future fuller involvement…

Public School Teacher Autonomy in the Classroom across School Years 2003-04, 2007-08, and 2011-12. Stats in Brief. NCES 2015-089

ERIC Educational Resources Information Center

Sparks, Dinah; Malkus, Nat

2015-01-01

This Statistics in Brief explores teacher autonomy in the classroom during the 2003-04, 2007-08, and 2011-12 school years. Using data from the National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS), the Statistics in Brief examines a construct of teacher autonomy based on teachers' responses to six questions regarding…

The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

NASA Astrophysics Data System (ADS)

Zhang, Danhui; Bobis, Janette; Wu, Xiaolu; Cui, Yiran

2018-04-01

Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students' perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students' perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students' perceptions of the impact on student learning.

School Autonomy Reform and Public Education in Australia: Implications for Social Justice

ERIC Educational Resources Information Center

Keddie, Amanda

2017-01-01

The renewed commitment to school autonomy reform in Australia is based on the view that it will drive up academic standards. There remains, however, little conclusive evidence to support this view. Simply instating the structural changes to bring about greater autonomy for schools within public education systems across the world has not led…

Maternal Household Decision-Making Autonomy and Adolescent Education in Honduras.

PubMed

Hendrick, C Emily; Marteleto, Leticia

2017-06-01

Maternal decision-making autonomy has been linked to positive outcomes for children's health and well-being early in life in low- and middle-income countries throughout the world. However, there is a dearth of research examining if and how maternal autonomy continues to influence children's outcomes into adolescence and whether it impacts other domains of children's lives beyond health, such as their education. The goal of this study was to determine whether high maternal decision-making was associated with school enrollment for secondary school-aged youth in Honduras. Further, we aimed to assess whether the relationships between maternal autonomy and school enrollment varied by adolescents' environmental contexts and individual characteristics such as gender. Our analytical sample included 6,579 adolescents ages 12-16 living with their mothers from the Honduran Demographic and Health Survey (DHS) 2011-12. We used stepwise logistic regression models to investigate the association between maternal household decision-making autonomy and adolescents' school enrollment. Our findings suggest that adolescents, especially girls, benefit from their mothers' high decision-making autonomy. Findings suggest that maternal decision-making autonomy promotes adolescents' school enrollment above and beyond other maternal, household, and regional influences.

Maternal Household Decision-Making Autonomy and Adolescent Education in Honduras

PubMed Central

Hendrick, C. Emily; Marteleto, Leticia

2017-01-01

Maternal decision-making autonomy has been linked to positive outcomes for children’s health and well-being early in life in low- and middle-income countries throughout the world. However, there is a dearth of research examining if and how maternal autonomy continues to influence children’s outcomes into adolescence and whether it impacts other domains of children’s lives beyond health, such as their education. The goal of this study was to determine whether high maternal decision-making was associated with school enrollment for secondary school-aged youth in Honduras. Further, we aimed to assess whether the relationships between maternal autonomy and school enrollment varied by adolescents’ environmental contexts and individual characteristics such as gender. Our analytical sample included 6,579 adolescents ages 12–16 living with their mothers from the Honduran Demographic and Health Survey (DHS) 2011–12. We used stepwise logistic regression models to investigate the association between maternal household decision-making autonomy and adolescents’ school enrollment. Our findings suggest that adolescents, especially girls, benefit from their mothers’ high decision-making autonomy. Findings suggest that maternal decision-making autonomy promotes adolescents’ school enrollment above and beyond other maternal, household, and regional influences. PMID:29075048

Mothers' and fathers' support for child autonomy and early school achievement.

PubMed

2008-07-01

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades 1 through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade 1 and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.

Positive School Climate Is Associated with Lower Body Mass Index Percentile among Urban Preadolescents

ERIC Educational Resources Information Center

Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R.

2014-01-01

Background: Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond…

Educational Choice and Marketization in Hong Kong: The Case of Direct Subsidy Scheme Schools

ERIC Educational Resources Information Center

Zhou, Yisu; Wong, Yi-Lee; Li, Wei

2015-01-01

Direct subsidy scheme (DSS) schools are a product of Hong Kong's market-oriented educational reform, mirroring global reform that champions parental choice and school marketization. Such schools have greater autonomy in matters of curricula, staffing, and student admission. Although advocates of the DSS credit it with increasing educational…

Child Schooling in Ethiopia: The Role of Maternal Autonomy.

PubMed

Gebremedhin, Tesfaye Alemayehu; Mohanty, Itismita

2016-01-01

This paper examines the effects of maternal autonomy on child schooling outcomes in Ethiopia using a nationally representative Ethiopian Demographic and Health survey for 2011. The empirical strategy uses a Hurdle Negative Binomial Regression model to estimate years of schooling. An ordered probit model is also estimated to examine age grade distortion using a trichotomous dependent variable that captures three states of child schooling. The large sample size and the range of questions available in this dataset allow us to explore the influence of individual and household level social, economic and cultural factors on child schooling. The analysis finds statistically significant effects of maternal autonomy variables on child schooling in Ethiopia. The roles of maternal autonomy and other household-level factors on child schooling are important issues in Ethiopia, where health and education outcomes are poor for large segments of the population.

Effects of women's autonomy on maternal healthcare utilization in Bangladesh: Evidence from a national survey.

PubMed

Haider, Mohammad Rifat; Qureshi, Zaina P; Khan, M Mahmud

2017-12-01

This study aims to construct an index of women's autonomy to analyze its effect on maternal healthcare utilization in Bangladesh. Empirical modeling of the study used instrumental variable (IV) approach to correct for possible endogeneity of women's autonomy variable. Data from the Bangladesh Demographic and Health Survey (BDHS) 2011 was used for the study. Women's autonomy variable was obtained through factor analysis of variables related to autonomy in decision making regarding healthcare, financial autonomy and freedom of movement. Conditional mixed process (CMP) models were fitted for three maternal healthcare indicators: at least four antenatal care (ANC) by trained personnel, institutional delivery and postnatal care (PNC) by trained personnel. Study sample consisted of 8753 women with 5.5 mean years of schooling. Women with no formal education, of Islamic faith, from poorest wealth quintile, residing in rural areas and with low autonomy used the maternal healthcare least. Marginal effect shows that if women's autonomy score is increased by one unit, probability of maternal healthcare utilization will increase by 0.14 for ANC, 0.14 for institutional delivery, and 0.13 for PNC. Women's autonomy is an important driver of maternal healthcare utilization in Bangladesh. Results suggest that women participating in social and economic activities enhances their autonomy. Other factors affecting women's autonomy are female literacy, educational attainment and households' economic status. Copyright © 2017 Elsevier B.V. All rights reserved.

The impact of motivation and teachers' autonomy support on children's executive functions.

PubMed

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

To What Extent Should Schools Be Autonomous?

ERIC Educational Resources Information Center

Goksoy, Suleyman

2014-01-01

The aim of the research is to present school managers' viewpoints about "school autonomy" program in our country and accordingly determine the degree of school managers' autonomy request. The research was made by using scanning method. The research consists of school managers who are working in preschools, elementary schools, secondary…

Child Schooling in Ethiopia: The Role of Maternal Autonomy

PubMed Central

Mohanty, Itismita

2016-01-01

This paper examines the effects of maternal autonomy on child schooling outcomes in Ethiopia using a nationally representative Ethiopian Demographic and Health survey for 2011. The empirical strategy uses a Hurdle Negative Binomial Regression model to estimate years of schooling. An ordered probit model is also estimated to examine age grade distortion using a trichotomous dependent variable that captures three states of child schooling. The large sample size and the range of questions available in this dataset allow us to explore the influence of individual and household level social, economic and cultural factors on child schooling. The analysis finds statistically significant effects of maternal autonomy variables on child schooling in Ethiopia. The roles of maternal autonomy and other household-level factors on child schooling are important issues in Ethiopia, where health and education outcomes are poor for large segments of the population. PMID:27942039

The impact of motivation and teachers’ autonomy support on children’s executive functions

PubMed Central

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. PMID:25762958

Review of "Charter School Autonomy: A Half-Broken Promise"

ERIC Educational Resources Information Center

Gulosino, Charisse

2010-01-01

This report concludes that autonomy is a prerequisite for innovative and effective charter schools to emerge. Especially important is freedom from external bureaucratic control. Yet there is nothing in this report that addresses levels of autonomy in relationship to financial performance, resource allocation practices, academic results, and other…

School Structure, School Autonomy and the Tail. Special Paper No. 29

ERIC Educational Resources Information Center

Machin, Stephen; Silva, Olmo

2013-01-01

In this paper, we survey the UK-based literature on school structures and school autonomy to identify settings in which alternative and more autonomous school arrangements can improve the educational attainments of pupils in the bottom tail of the achievement distribution. We also present new evidence on the effect of school academies on the…

Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers

ERIC Educational Resources Information Center

Ainscow, Mel; Dyson, Alan; Goldrick, Sue; West, Mel

2016-01-01

Drawing on experiences in England over many years, this paper explores the authors' efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that…

Community Redefined: School Leaders Moving from Autonomy to Global Interdependence through Short-Term Study Abroad

ERIC Educational Resources Information Center

Fine, Janis B.; McNamara, Krista W.

2011-01-01

In times of increased global interdependence, producing inter-culturally competent school leaders who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives is becoming an urgent leadership priority. Helping school leaders form and internalize a global perspective requires today's…

Changing School Autonomy: Academy Schools and Their Introduction to England's Education. CEE DP 123

ERIC Educational Resources Information Center

Machin, Stephen; Vernoit, James

2011-01-01

In this paper, we study a high profile case--the introduction of academy schools into the English secondary school sector--that has allowed schools to gain more autonomy and flexible governance by changing their school structure. We consider the impact of an academy school conversion on their pupil intake and pupil performance and possible…

Enhancing Autonomy-Supportive I-Thou Dialogue in Schools: Conceptualization and Socio-Emotional Effects of an Intervention Program

ERIC Educational Resources Information Center

Kaplan, Haya; Assor, Avi

2012-01-01

We present a conceptualization and a 2 year program of autonomy-supportive I-Thou dialogue among teachers and students that is based on self-determination theory (Deci and Ryan in "Psychol Inq" 11(4):227-268, 2000) and Buber's (1960) philosophy. The program was applied in 18 seventh grade classes (420 students). Findings showed: (a) increases in…

The Politics of School-Based Management: Understanding the Process of Devolving Authority in Urban School Districts.

ERIC Educational Resources Information Center

Walker, Elaine M.

2002-01-01

Studied the implementation of school-based management in 30 of the poorest school districts in New Jersey (the Abbott districts). Findings show that genuine autonomy has been usurped by increased state power and authority, and that state elites allow little opportunity for capacity building at the district level. The level of democratization has…

K-12 STEM Educator Autonomy: An Investigation of School Influence and Classroom Control

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Williams, Thomas O.; Clark, Aaron C.; Kelly, Daniel P.; Sutton, Kevin

2018-01-01

Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National…

Parental Relationships, Autonomy, and Identity Processes of High School Students

ERIC Educational Resources Information Center

Mullis, Ronald L.; Graf, Shruti Chatterjee; Mullis, Ann K.

2009-01-01

To examine the interrelations among parental relationships, emotional autonomy, and identity statuses, the authors asked 234 (105 male, 129 female) high school students to complete the Parental Bonding Scale (G. Parker, H. Tupling, & L. B. Brown, 1979), Emotional Autonomy Scale (L. D. Steinberg & S. B. Silverberg, 1986), and Extended Objective…

The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction

PubMed Central

Tian, Lili; Zhang, Xiao; Huebner, E. Scott

2018-01-01

Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school) on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; Mage = 9.47) in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1) Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2) Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children’s prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study. PMID:29719523

The Effects of Satisfaction of Basic Psychological Needs at School on Children's Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction.

PubMed

Tian, Lili; Zhang, Xiao; Huebner, E Scott

2018-01-01

Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school) on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; M age = 9.47) in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1) Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2) Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children's prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study.

75 FR 13735 - Office of Innovation and Improvement; Overview Information; Charter Schools Program (CSP): State...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-23

... financial assistance for the planning, program design, and initial implementation of charter schools, and to... process for the denial of an application for a charter school. Priority 4--High Degree of Autonomy (10 points). The State ensures that each charter school has a high degree of autonomy over the charter school...

Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

ERIC Educational Resources Information Center

Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

2018-01-01

This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

The Regime of Self-Evaluation: Self-Conception for Teachers and Schools

ERIC Educational Resources Information Center

Brady, Alison M.

2016-01-01

Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and,…

Passing through the Halls: Relationships and Organizational Structures in the Work of a School Granted Autonomy

ERIC Educational Resources Information Center

Szczesny, Thomas Joseph

2017-01-01

Though much is known about the school environments that increase students' access to opportunity, the process for developing conditions that presage such outcomes remains a pertinent area of study. The reality that widespread school performance has yet to realize the promise of true educational equity, particularly in urban settings, attests to…

An Anarchy of Cultures: Aesthetics and the Changing School

ERIC Educational Resources Information Center

Bates, Richard

2012-01-01

It is the contention of this paper that schools are currently sandwiched between demands of the economy on one side and increasingly fundamentalist communities on the other; that schools need some degree of autonomy from each; that the greatest challenge of the century is how we can live together despite our differences; and that the only way of…

An Implementation Study of Performance Driven Budgeting in the New York City Public Schools.

ERIC Educational Resources Information Center

Siegel, Dorothy E.; Fruchter, Norm

School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City…

Women's empowerment and the goal of parity between the sexes in schooling in India.

PubMed

Afridi, Farzana

2010-07-01

Greater 'empowerment' of women in India, measured by their education and autonomy, is associated with a reduction in the extent to which their sons' educational attainment exceeds that of their daughters. Improving both father's and mother's education increases the educational attainment of daughters more than that of sons, but raising mother's education is associated with a significantly greater reduction of the difference in attainment between sons and daughters. In families in which the mother has completed primary education, the average difference between boys and girls in years spent in school is almost a third of a year lower than it is where the mother has less education. A one-standard-deviation increase in mother's autonomy is associated with an increase in daughter's schooling of more than half a month but has no correlation with son's education. The findings highlight the importance of women's empowerment for the intergenerational transfer of equality in educational attainment of the sexes.

High School Principals in the Vortex: Accountability, Autonomy, and Social Justice

ERIC Educational Resources Information Center

Batsell, Holly

2013-01-01

As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability…

School Autonomy, Accountability and Collaboration: A Critical Review

ERIC Educational Resources Information Center

Keddie, Amanda

2015-01-01

English education has recently experienced radical policy reform in the areas of school autonomy and accountability. The key focus of this paper is on how schools might best navigate through these policy moves. It highlights how these moves have constructed schools, teachers and students in problematic ways but also how they are offering…

Toward Strategic Independence: Policy Considerations for Enhancing School Effectiveness.

ERIC Educational Resources Information Center

Finn, Chester E., Jr.

The central problem in educational improvement at the state and local level is the tension between school-level autonomy and systemwide uniformity; educational change is limited by three special conditions: (1) inertial autonomy, (2) essential uniformity of public schools, and (3) the fact that effective schools have characteristics that cannot be…

Implementing the Opening Minds Curriculum in a Secondary School in England: An Alternative to the One-Size-Fits-All National Curriculum?

ERIC Educational Resources Information Center

Stanley, Grant; Jones, Marion; Murphy, Jan

2012-01-01

"The Importance of Teaching: The Schools White Paper 2010," which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided to use the RSA Opening Minds (OM)…

The Effect of School Autonomy and School Internal Decentralization on Students' Reading Literacy

ERIC Educational Resources Information Center

Maslowski, Ralf; Scheerens, Jaap; Luyten, Hans

2007-01-01

Over the past 2 decades, a large number of countries have been engaged in the decentralization of decision-making to schools. Although the motives and incentives for school autonomy are often diverse, it is commonly believed that decentralization will enhance the quality of schooling. Based on a secondary analysis of data from OECD's Programme for…

Exploring Partial School Autonomy: What Does It Mean for the Cypriot School of the Future?

ERIC Educational Resources Information Center

Theodorou, Theodoros; Pashiardis, Petros

2016-01-01

This paper examines the school of the future, aiming to identify and aid the implementation of the most desired version of school autonomy in Cyprus. More specifically, the study initially forecasts the areas of financial decisions that the school of the future might autonomously manage, identifies the negative effects that may appear along the…

"It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

ERIC Educational Resources Information Center

Keddie, Amanda

2014-01-01

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

Leadership and Autonomy: An Examination of the Governance and Management Practices of Four Charter Schools in Charleston, South Carolina

ERIC Educational Resources Information Center

Bohnstengel, Robert E.

2012-01-01

Charter schools are deregulated institutions that are provided considerable autonomy in order to spur innovation, yet little is known about their governance practices. The studies of charter school governance that do exist, however, typically concern cases of charter school failure. The causes of charter school failure are often clear and…

Government, School Autonomy, and Legitimacy: Why the Dutch Government Is Adopting an Unprecedented Level of Interference with Independent Schools

ERIC Educational Resources Information Center

Waslander, Sietske

2010-01-01

When looking at independent schools, the Netherlands is often mentioned as a prime example of school autonomy. Rooted in the constitution, the Dutch education system is build upon a combination of public funding and private operation. After almost a century of independent schools, the Dutch Government adopted a law recently which enables…

Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being.

PubMed

Van Ryzin, Mark J; Gravely, Amy A; Roseth, Cary J

2009-01-01

Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

The Link between Perceived Maternal and Paternal Autonomy Support and Adolescent Well-Being across Three Major Educational Transitions

ERIC Educational Resources Information Center

Duineveld, Jasper J.; Parker, Philip D.; Ryan, Richard M.; Ciarrochi, Joseph; Salmela-Aro, Katariina

2017-01-01

To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in…

What Is Common about Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education

ERIC Educational Resources Information Center

Alexander, Hanan

2007-01-01

In this essay I critique two influential accounts of rational autonomy in common schooling that conceive liberalism as an ideal form of life, and I offer an alternative approach to democratic education that views liberal theory as concerned with coexistence among rival ways of living. This view places moral agency, not rational autonomy, at the…

A Phenomenological Study of Autonomous Management Performance Schools (AMPS) in the Chicago Public Schools

ERIC Educational Resources Information Center

Moore, Forrest W.

2009-01-01

The primary objective of this qualitative study is to explore the impact of autonomy on the relationship between schools and districts of the school level across governance, operations, curriculum and instruction and the decision making that accompanies the each of these factors. More specifically, this study focuses the impact of autonomy within…

Measuring Foundation School Effectiveness Using English Administrative Data, Survey Data and a Regression Discontinuity Design

ERIC Educational Resources Information Center

Allen, Rebecca

2013-01-01

Apparently sophisticated school performance measures have been used to claim that giving schools autonomy from local government control improves pupil exam performance. This paper explores the extent to which inferring causality between autonomy and pupil achievement is reasonable given that pupils are not randomly assigned to schools and schools…

Authoritative Parenting Promotes Adolescent School Achievement and Attendance.

ERIC Educational Resources Information Center

Steinberg, Laurence; Elmen, Julie D.

As adolescents progress from elementary to secondary school, their academic success increasingly depends on their ability to manage their own time and behavior. Because the family plays such an important role in the development of responsible autonomy, this study examined authoritative parenting and the hypothesis that authoritative parents…

A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement

ERIC Educational Resources Information Center

Costa, Ann Marie

2012-01-01

A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School…

Charter School Autonomy: A Half-Broken Promise

ERIC Educational Resources Information Center

Brinson, Dana; Rosch, Jacob

2010-01-01

For nearly two decades, charter founders have opened schools across the land on the basis of a distinctive education bargain: operational autonomy--freedom from restrictions typically placed on public schools--in exchange for strong results-based accountability. During that time, many have studied the "results" and "accountability" side of this…

Education for Autonomy: The Role of Religious Elementary Schools

ERIC Educational Resources Information Center

Macmullen, Ian

2004-01-01

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual…

Contracting out Public Schools and Academic Performance: Evidence from Colombia

ERIC Educational Resources Information Center

Bonilla-Angel, Juan D.

2011-01-01

Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance through higher school accountability and autonomy. The degree of autonomy that different providers have may vary substantially depending on the contractual and…

The Path Forward: School Autonomy and Its Implications for the Future of Boston's Public Schools

ERIC Educational Resources Information Center

French, Dan; Miles, Karen Hawley; Nathan, Linda

2014-01-01

This study explores the question of how Boston Public Schools (BPS) can strengthen and support autonomy and accountability across its portfolio to promote innovation and expand access to equity and high performance. Some of the specific questions guiding this work are: (1) Should all schools within BPS operate within autonomous structures? (2) Is…

Opening Pandora's Box: School Autonomy in Cyprus and Emerging Implications for School Leaders

ERIC Educational Resources Information Center

Karagiorgi, Yiasemina; Nicolaidou, Maria

2010-01-01

A recently announced government initiative for educational reform in Cyprus has set school autonomy high on the agenda. This article aims to throw more light into this effort, while localizing the intention for decentralization within the context and peculiarities of the Cyprus educational system. In particular, this article outlines the…

Building Turnaround Capacity for Urban School Improvement: The Role of Adaptive Leadership and Defined Autonomy

ERIC Educational Resources Information Center

Conrad, Jill K.

2013-01-01

This dissertation examines the levels of and relationships between technical leadership, adaptive leadership, and defined autonomy among Denver school leaders along with their combined effects on school growth gains over time. Thirty principals provided complete responses to an online survey that included existing scales for technical leadership,…

Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?

ERIC Educational Resources Information Center

Kim, Youngran

2017-01-01

This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools.…

The Conversion of Teachers: Principal Influence and Teacher Autonomy.

ERIC Educational Resources Information Center

Bratlie, Mark P.

Instructional leadership literature presents two contrasting themes: (1) the school as a loosely coupled system allowing teachers considerable instructional autonomy; and (2) the school as a culture where the effective principal uses symbolic leadership to unite the staff in a common effort to achieve the school's mission. If both themes are…

Teacher Education and Teacher Autonomy: Creating Spaces for Experimentation in Secondary School English Language Teaching

ERIC Educational Resources Information Center

Benson, Phil

2010-01-01

This article reports on a collective case study of four Hong Kong secondary school teachers' experiences of constraints on teacher autonomy in English language teaching, and their implications for teacher education. Findings suggested that the constraints were systemic and mainly organized around "Schemes of Work" and school-based…

Effects of Support on Stress and Burnout in School Principals

ERIC Educational Resources Information Center

Beausaert, Simon; Froehlich, Dominik E.; Devos, Christelle; Riley, Philip

2016-01-01

Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand-Support-Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment. Purpose: This longitudinal…

The Norm of Teacher Autonomy/Equality: Measurement & Findings.

ERIC Educational Resources Information Center

Packard, John S.

As part of a larger investigation of the effects of introducing a formal unit structure into elementary schools, an attempt was made to predict in which of the newly unitized schools teachers would first show an increase in task interdependence. Prominent among the various features under consideration in the prediction study are teacher norms…

The Australian Education Union's Response to Kevin Donnelly's "The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under"

ERIC Educational Resources Information Center

Hopgood, Susan

2015-01-01

This article is a response to Kevin Donnelly's article, "The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under," and aims to correct specific errors and misrepresentations as found by Susan Hopgood, Federal Secretary of the Australian Education Union. She argues that the article is misleading…

Contextual Specificity in the Relationship between Maternal Autonomy Support and Children's Socio-emotional Development: A Longitudinal Study from Preschool to Preadolescence.

PubMed

Matte-Gagné, Célia; Harvey, Brenda; Stack, Dale M; Serbin, Lisa A

2015-08-01

The benefits of an autonomy supportive environment have been established as a key component in children's development at various ages. Nonetheless, research examining the outcomes of early autonomy supportive environments has largely neglected socio-emotional development. The first objective of the present longitudinal study was to examine the socio-emotional outcomes associated with maternal autonomy support during the preschool period. Second, we explored the contextual specificity of the relationships between maternal autonomy support and children's later socio-emotional outcomes. Finally, we investigated the indirect effect of maternal autonomy support on children's later socio-emotional outcomes through earlier children's socio-emotional outcomes. Sixty-six mothers and their pre-school aged children (41 girls) were followed during preschool (Time 1), elementary school (Time 2) and preadolescence (Time 3). Maternal autonomy support (Time 1) was measured in two contexts (free-play and interference task) using observational coding. Furthermore, the children's internalizing and externalizing problems as well as their social competence were measured at Times 2 and 3. The results revealed the importance of maternal autonomy support during preschool for children's later socio-emotional development, especially during challenging contexts, and the mediating role of children's socio-emotional outcomes during elementary school in the link between maternal autonomy support during the preschool years and children's later socio-emotional outcomes during preadolescence. The results highlight the contextual specificity of the relationship between maternal autonomy support and children's later socio-emotional development and reveal one of the mechanisms through which the effect of early childhood parental autonomy support on children's later socio-emotional development is carried forward over time.

The Belief that Alcohol Use is Inconsistent with Personal Autonomy: A Promotive Factor for Younger Adolescents

PubMed Central

Henry, Kimberly L.; Shtivelband, Annette; Comello, Maria Leonora G.; Slater, Michael D.

2011-01-01

This study explored an understudied promotive factor, a belief that alcohol use is inconsistent with personal autonomy, which may reduce adolescent intention to drink and subsequent alcohol use. Autonomy was examined as an attitudinal construct within the Theory of Reasoned Action. Longitudinal data from 2,493 seventh grade students nested in 40 schools were analyzed using a structural equation model. Autonomy was negatively correlated with intention to use alcohol and subsequent alcohol use at a later wave, and intention to use fully mediated the effect of autonomy on subsequent alcohol use. These results are consistent with the proposition that when personal autonomy is perceived as inconsistent with alcohol use among younger adolescents, students indicate a lower intention to use alcohol and use less alcohol during the following school year. PMID:23519434

The Belief that Alcohol Use is Inconsistent with Personal Autonomy: A Promotive Factor for Younger Adolescents.

PubMed

Henry, Kimberly L; Shtivelband, Annette; Comello, Maria Leonora G; Slater, Michael D

2011-08-01

This study explored an understudied promotive factor, a belief that alcohol use is inconsistent with personal autonomy, which may reduce adolescent intention to drink and subsequent alcohol use. Autonomy was examined as an attitudinal construct within the Theory of Reasoned Action. Longitudinal data from 2,493 seventh grade students nested in 40 schools were analyzed using a structural equation model. Autonomy was negatively correlated with intention to use alcohol and subsequent alcohol use at a later wave, and intention to use fully mediated the effect of autonomy on subsequent alcohol use. These results are consistent with the proposition that when personal autonomy is perceived as inconsistent with alcohol use among younger adolescents, students indicate a lower intention to use alcohol and use less alcohol during the following school year.

Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

PubMed

Skaalvik, Einar M; Skaalvik, Sidsel

2014-02-01

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

Antecedents of Chinese parents' autonomy support and psychological control: the interplay between parents' self-development socialization goals and adolescents' school performance.

PubMed

Wang, Qian; Chan, Hoi-Wing; Lin, Li

2012-11-01

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents' endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one's actions, and establishing one's independence from others, as important for adolescents to develop) and adolescents' school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age = 13.30 years, 58 % female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses' endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents' grades were obtained from school records. Significant interactions were found between parents' socialization goals and adolescents' grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents' endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents' socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents' self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.

Female autonomy and reported abortion-seeking in Ghana, West Africa.

PubMed

Rominski, Sarah D; Gupta, Mira; Aborigo, Raymond; Adongo, Phillip; Engman, Cyril; Hodgson, Abraham; Moyer, Cheryl

2014-09-01

To investigate factors associated with self-reported pregnancy termination in Ghana and thereby appreciate the correlates of abortion-seeking in order to understand safe abortion care provision. In a retrospective study, data from the Ghana 2008 Demographic and Health Survey were used to investigate factors associated with self-reported pregnancy termination. Variables on an individual and household level were examined by both bivariate analyses and multivariate logistic regression. A five-point autonomy scale was created to explore the role of female autonomy in reported abortion-seeking behavior. Among 4916 women included in the survey, 791 (16.1%) reported having an abortion. Factors associated with abortion-seeking included being older, having attended school, and living in an urban versus a rural area. When entered into a logistic regression model with demographic control variables, every step up the autonomy scale (i.e. increasing autonomy) was associated with a 14.0% increased likelihood of reporting the termination of a pregnancy (P < 0.05). Although health system barriers might play a role in preventing women from seeking safe abortion services, autonomy on an individual level is also important and needs to be addressed if women are to be empowered to seek safe abortion services. Copyright © 2014 International Federation of Gynecology and Obstetrics. Published by Elsevier Ireland Ltd. All rights reserved.

[School nutrition and autonomy - challenges and opportunities].

PubMed

Barbosa, Najla Veloso Sampaio; Machado, Neila Maria Viçosa; Soares, Maria Cláudia Veiga; Pinto, Anelise Regina Royer

2013-04-01

This study seeks to emphasize school food as an important policy to promote student autonomy by means of food and nutrition education included in the curriculum, integrated with different actors and based on the standpoint of citizenship. It seeks to return to fundamental concepts in the context of school food reflecting on them through theoretical assumptions to identify possible strategies to promote citizenship and autonomy in school. The strategies involved food and nutrition education with the daily presence of quality and suitability in school meals, discussions on the various dimensions of food in the curriculum and integrating food in the pedagogical project extended to various areas of the education system. School food fosters the need for integration of actions, actors and the various social spaces interested in the food issue, such as ministries, education systems, departments and schools, so that they may tackle the demands of contemporary reality in an integrated, systematic, consistent and efficient manner.

Primary School Autonomy in the Context of the Expanding Academies Programme

ERIC Educational Resources Information Center

Boyask, Ruth

2018-01-01

The transnational trend towards school autonomy has been enacted in England through the academies programme. The programme is poised to enter its third phase of expansion in light of government commitment to the conversion of all state-funded schools to academies. This article considers the moral implications of the expansion of the programme that…

Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30.

PubMed

Sebire, Simon J; Edwards, Mark J; Fox, Kenneth R; Davies, Ben; Banfield, Kathryn; Wood, Lesley; Jago, Russell

2016-08-01

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

Supervisor Expertise, Teacher Autonomy and Environmental Robustness.

ERIC Educational Resources Information Center

Street, Sue; Licata, Joseph W.

This study examines the collective perspective that teachers in schools have about the relationship between the supervisory expertise of the principal, teacher work autonomy, and school environmental robustness. Supervisory expertise, and teachers' satisfaction with the supervisory process, is measured with the "Fidelity of Supervision…

Increasing Charter School Accountability through Interventions and Closures: A Guide For State Policymakers

ERIC Educational Resources Information Center

Gustafson, Joey; Keller, Eric; LaVallee, Robert E.; Stewart, Nichole H.

2010-01-01

A basic premise of charter school reform in public education is offering more autonomy in the use of funds and the design of curriculum in exchange for greater accountability in academic and financial outcomes. This premise poses a significant policy challenge for state policymakers to establish an appropriate level of regulation; charter schools…

Policies and Practices of School Leaderships in Japan: A Case of Leadership Development Strategies in Akita

ERIC Educational Resources Information Center

Yamamoto, Yukiko; Enomoto, Naoko; Yamaguchi, Shinobu

2016-01-01

Reflecting the social and economic change, Japanese education has shifted to decentralization since the 1980s. With an increased autonomy and responsibility, the local government plays an important role to develop competent school leaders. This descriptive study employs case study approach to illustrate current status of leadership development at…

New Roles for Teachers Unions? Reform Unionism in School Decentralization

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; Mayer, Anysia P.; Cobb, Casey D.; LeChasseur, Kimberly; Welton, Anjale

2013-01-01

Of late, teachers unions have worked together with district management in new and notable ways. This paper examines the role of teachers unions in shaping the Together Initiative (TI), which seeks to increase autonomy and broaden decision making in urban schools in one northeastern state. In general, state-level union leaders have taken more…

Supporting the Development of Intrinsic Motivation in the Middle School Classroom.

ERIC Educational Resources Information Center

Oginsky, Terri

This study took place in a sixth grade math class at Webber Middle School in Saginaw, Michigan. A literature review indicated that a classroom that students perceive as safe, supportive of their autonomy, and of their learning increases intrinsic motivation. With this in mind, the author created a study, which would look for connections between…

Leaving School: A Comparison of the Worries Held by Adolescents with and without Intellectual Disabilities

ERIC Educational Resources Information Center

Young, R.; Dagnan, D.; Jahoda, A.

2016-01-01

Background: Leaving school is an important time for adolescents, with increasing autonomy and developing adult identities. The present study sought to shed light on the content and emotional impact of worries amongst adolescents with and without intellectual disabilities (IDs) at this time of change. Methods: Twenty-five adolescents with mild to…

Obesity prevention advocacy in Australia: an analysis of policy impact on autonomy.

PubMed

Haynes, Emily; Hughes, Roger; Reidlinger, Dianne P

2017-06-01

To explore obesity policy options recommended by stakeholders and identify their impact on individual autotomy. Qualitative and quantitative methods were used. A content analysis of submissions to the Australian Government's Inquiry into Obesity was conducted. Each recommendation was categorised by its impact on autonomy, according to existing frameworks. Chi-square test for independence was used to explore the association between autonomy and stakeholder support defined as frequency of recommendation. The extent of support for a policy option was significantly associated with impact on autonomy (p<0.001). Options that reduce autonomy were least frequently recommended in every setting; but more likely in schools (27%) than other settings (<1%). Recommendations to provide incentives (9%) were more common than disincentives (2%) or restrictions (3%), and those that enhance autonomy were most widely recommended (46%). Stakeholders advocated policy options that enhance individual autonomy to a greater extent than those that diminish autonomy. Implications for public health: Targeting obesity policy options that enhance rather than diminish autonomy may be more politically acceptable across most settings, with the exception of schools where more restrictive policy options are appropriate. Re-framing options accordingly may improve leadership by government in obesity policy. © 2017 The Authors.

School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 13

ERIC Educational Resources Information Center

Wobmann, Ludger; Ludemann, Elke; Schutz, Gabriela; West, Martin R.

2007-01-01

Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts…

School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14

ERIC Educational Resources Information Center

Schutz, Gabriela; West, Martin R.; Wobmann, Ludger

2007-01-01

School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability,…

Relative Autonomy Reconstructed. Revised.

ERIC Educational Resources Information Center

Reynolds, Jim

The British school system has relative autonomy, and therefore, could be potentially transformative--used to change existing economic and social relations. The correspondence thesis, which states that the schools perpetuate existing capitalist economic and social relations and serve as agents of reproduction, was the dominant paradigm of the last…

PERCEIVED AUTONOMY SUPPORT AND BEHAVIORAL ENGAGEMENT IN PHYSICAL EDUCATION: A CONDITIONAL PROCESS MODEL OF POSITIVE EMOTION AND AUTONOMOUS MOTIVATION.

PubMed

Yoo, Jin

2015-06-01

A variety of theoretical perspectives describe the crucial behavioral roles of motivation and emotion, but how these interact with perceptions of social contexts and behaviors is less well understood. This study examined whether autonomous motivation mediated the relationship between perceived autonomy support and behavioral engagement in physical education and whether this mediating process was moderated by positive emotion. A sample of 592 Korean middle-school students (304 boys, 288 girls; M age = 14.0 yr., SD = 0.8) completed questionnaires. Autonomous motivation partially mediated the positive association between perceived autonomy support and behavioral engagement. Positive emotion moderated the relationship between autonomous motivation and behavioral engagement. This indirect link was stronger as positive emotion increased. These findings suggest the importance of integrating emotion into motivational processes to understand how and when perceived autonomy support is associated with behavioral engagement in physical education.

Supporting and Thwarting Autonomy in the High School Science Classroom

ERIC Educational Resources Information Center

Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.

2017-01-01

This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices…

The Increasing Importance and Imperative of the School Business Manager

ERIC Educational Resources Information Center

Starr, Karen

2013-01-01

One important effect of increasing localized autonomy, authority, responsibility, and accountability has been a growing yet understated recognition that effective business management is an essential component of educational leadership. The education business is expanding and becoming more complex and requires propitious oversight. As a result,…

Autonomy support for autonomous motivation in medical education.

PubMed

Kusurkar, Rashmi A; Croiset, Gerda

2015-01-01

Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching.

Autonomy support for autonomous motivation in medical education.

PubMed

Kusurkar, Rashmi A; Croiset, Gerda

2015-01-01

Background Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Discussion Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Conclusion Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching.

Autonomy support for autonomous motivation in medical education

PubMed Central

Kusurkar, Rashmi A.; Croiset, Gerda

2015-01-01

Background Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Discussion Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Conclusion Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching. PMID:25953033

Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System

ERIC Educational Resources Information Center

Wilkins, Chris

2011-01-01

This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of "Professional Standards for Teachers" in 2007. It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher…

Seeking Moral Autonomy in a Chinese Context: A Study of Elementary Moral Education Standards

ERIC Educational Resources Information Center

Lee, Lena; Misco, Thomas

2016-01-01

In this article, we explored Chinese moral education standards for grades one and two by using the heuristic of moral autonomy and by employing a typology of moral autonomy, one based on Kantian and Deweyan ideas about moral autonomy and agency. Given the larger charge for all of schooling to develop independence, problem-solving, and creativity…

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

ERIC Educational Resources Information Center

Alonazi, Saleema M.

2017-01-01

Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL…

Direction of Influence between Parenting Style and Parental Involvement in Schooling Practices, and Students' Autonomy: A Short-Term Longitudinal Design.

ERIC Educational Resources Information Center

Deslandes, Rollande

This study examined the reciprocal influence between parenting style and parental involvement in schooling practices and adolescent autonomy over a 2-year period. Participating in the study were 872 adolescents with a mean age of 14.5 years at Time 1 and attending 5 French-speaking public high schools in Quebec, Canada. From the initial cohort,…

Associations of Teacher Autonomy Support and Structure with Young Adolescents' Motivation, Engagement, Belonging, and Achievement

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Pennington, Sarah

2017-01-01

The purpose of this short-term longitudinal quantitative study was to gain a comprehensive understanding of the influence of teacher autonomy support and structure on young adolescents' academic motivation, classroom engagement, school belonging, and achievement. Middle school students (N = 209, 61% female) self-reported perceptions of teacher…

School Autonomy and 21st Century Learning: The Canadian Context

ERIC Educational Resources Information Center

Newton, Paul; da Costa, Jose

2016-01-01

Purpose: The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces. Design/methodology/approach: This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies…

Construction and Modification of the Autonomy of School Mathematical Knowledge in Portugal

ERIC Educational Resources Information Center

Matos, José Manuel

2016-01-01

During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel…

The Role of Perceived Autonomy Support in Principals' Affective Organizational Commitment and Job Satisfaction

ERIC Educational Resources Information Center

Chang, Yujin; Leach, Nicole; Anderman, Eric M.

2015-01-01

The purpose of this study is to examine the relations between principals' perceived autonomy support from superintendents, affective commitment to their school districts, and job satisfaction. We also explore possible moderation effects of principals' career experiences on these relations. Data were collected from K-12 public school principals in…

Following the Dollars to the Classroom Door: Why and How Effective Student-Based Budgeting Must Be Linked with Strategic School Design

ERIC Educational Resources Information Center

Travers, Jonathan; Catallo, Courtney

2015-01-01

More and more districts--and several states--are adopting funding models like student-based budgeting (also called weighted student funding or fair student funding) to increase equity and promote principal autonomy. Giving school leaders new resources and new flexibility is a good first step, but it doesn't automatically lead to improved student…

Designing Digital Problem Based Learning Tasks that Motivate Students

ERIC Educational Resources Information Center

van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

2013-01-01

This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

Does Teaching Creationism Facilitate Student Autonomy?

ERIC Educational Resources Information Center

Warnick, Bryan R.; Fooce, C. David

2007-01-01

The teaching of evolution in US public schools continues to generate controversy. One argument for including creationism in science classrooms is based on the goal of facilitating student autonomy. Autonomy requires that students be exposed to significant alternatives, it is argued, and religious creation stories offer a significant alternative to…

Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability in England

ERIC Educational Resources Information Center

Glatter, Ron

2012-01-01

In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme "Autonomy and Accountability in Educational Administration". In their concluding comments, the editors of the published Proceedings wrote: "Our concern has been with accountability and autonomy, not as…

The Myth of School Autonomy: Centralisation as the Determinant of English Educational Politics

ERIC Educational Resources Information Center

Fisher, Trevor

2012-01-01

Following his previous article in this journal on the centralisation of power in English education post the 1988 Education Reform Act ("The Era of Centralisation", "FORUM", 50[2], pp. 255-261), the author considers the apparent turn to school autonomy central to the Conservative Educational Revolution. He argues that the power…

Improving Students' Learning through School Autonomy: Evidence from the International Civic and Citizenship Survey

ERIC Educational Resources Information Center

Paletta, Angelo

2014-01-01

This article investigates the effect of school autonomy on multiple measures of student achievement, combining the individual data of the students participating in the International Civics and Citizenship Survey with their results in the national high stakes standardized tests at the end of eighth grade administered by the Italian National…

Developing Intrinsic Motivation: Student Perceived Autonomy, Relatedness and Competence and the Relationship to Achievement

ERIC Educational Resources Information Center

Heck, DeAnn M.

2013-01-01

This mixed methods action study examines the relationship of students' three psychological needs of autonomy, relatedness and competence as presented in the Self-Determination Theory (Deci & Ryan, 1985) to the level of achievement of high school seniors at Litchfield High School. In the quantitative phase of the study, the quantitative…

Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA. NBER Working Paper No. 17591

ERIC Educational Resources Information Center

Hanushek, Eric A.; Link, Susanne; Woessmann, Ludger

2011-01-01

Decentralization of decision-making is among the most intriguing recent school reforms, in part because countries went in opposite directions over the past decade and because prior evidence is inconclusive. We suggest that autonomy may be conducive to student achievement in well-developed systems but detrimental in low-performing systems. We…

School Autonomy and Accountability: Are They Related to Student Performance? PISA in Focus. No. 9

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2011

2011-01-01

In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are intelligently combined, they tend to be associated with better student performance. In countries where schools…

Adequacy, Accountability, Autonomy and Equity in a Middle Eastern School Reform: The Case of Qatar

ERIC Educational Resources Information Center

Guarino, Cassandra M.; Tanner, Jeffery C.

2012-01-01

This study examines Qatar's recent and ambitious school reform in the early stages of its implementation against a set of four criteria for successful education systems drawn from guidelines developed by the international community: adequacy, accountability, autonomy and gender equity. We investigate both the initial structure of the reform and…

Mothers' and Fathers' Support for Child Autonomy and Early School Achievement

ERIC Educational Resources Information Center

Developmental Psychology, 2008

2008-01-01

Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions…

Autonomy for School Leaders

ERIC Educational Resources Information Center

Eck, Jim; Goodwin, Bryan

2010-01-01

A conversation has emerged in education circles over how much latitude or autonomy principals should have. So how much autonomy should superintendents give principals, and how much is too much? The authors report on some relevant findings in research by McREL, a federal research lab, that may answer this question. McREL's meta-analysis of research…

Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?

ERIC Educational Resources Information Center

Nasri, Najmeh; Vahid Dastjerdy, Hossein; Eslami Rasekh, Abbass; Amirian, Zahra

2017-01-01

Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers' practices for promoting high school students' autonomy, (2) possible differences among teachers' practices with different educational degrees, levels of…

Feeling angry and acting angry: different effects of autonomy-connectedness in boys and girls.

PubMed

Karreman, Annemiek; Bekker, Marrie H J

2012-04-01

This study examined effects of the autonomy-connectedness components sensitivity to others, self-awareness and capacity for managing new situations on anger experience versus anger expression in adolescent boys and girls. One hundred thirty-one high school students were randomly assigned to an anger-inducing or neutral condition using the Dictator Game. Whereas after anger induction boys experienced and expressed anger independent of autonomy-connectedness, girls' anger experience depended on the level of sensitivity to others: girls experienced increased anger only when they scored high on sensitivity to others. However, girls' expression of anger did not depend on the level of sensitivity to others. Effects of self-awareness and capacity for managing new situations were found when anger was not induced. This study contributed to emotion regulation research by showing differences in anger experience and anger expression as a function of autonomy-connectedness in boys and girls. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Experimental Longitudinal Test of the Influence of Autonomy-Supportive Teaching on Motivation for Participation in Elementary School Physical Education

ERIC Educational Resources Information Center

Leptokaridou, Elisavet T.; Vlachopoulos, Symeon P.; Papaioannou, Athanasios G.

2016-01-01

The present study examined the efficacy of autonomy-supportive teaching during elementary school physical education (PE) in influencing pupils' enjoyment, fear of failure, boredom and effort. A sample of 54 pupils attending fifth and sixth grades comprised the control group (typical instruction; n = 27) and the experimental group…

The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes

ERIC Educational Resources Information Center

Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong

2016-01-01

Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…

Autonomy, Self-Realization, and Self-Advocacy and the School- and Career-Related Adjustment of Adolescent Girls with Disabilities

ERIC Educational Resources Information Center

Doren, Bonnie; Kang, Hyun Ju

2016-01-01

The purpose of the current study was to identify component elements of self-determination that may promote positive or buffer negative school- and career-related adjustment of adolescent girls with disabilities or with multiple risk factors. Autonomy, self-realization, and self-advocacy were examined together to ascertain both their cumulative and…

Maintaining the Integrity of Public Education: A Comparative Analysis of School Autonomy in the United States and Australia

ERIC Educational Resources Information Center

Keddie, Amanda

2016-01-01

This article takes a critical comparative approach to examining autonomous schooling in the United States and Australia. Amid the market imperatives currently driving education priorities, its focus is on how autonomy can be mobilized in ways that preserve the integrity of public education. Through reference to key debates and research about…

Impact of national context and culture on curriculum change: a case study.

PubMed

Jippes, Mariëlle; Driessen, Erik W; Majoor, Gerard D; Gijselaers, Wim H; Muijtjens, Arno M M; van der Vleuten, Cees P M

2013-08-01

Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. However, some schools succeeded to adopt curriculum changes despite their country's strong uncertainty avoidance. This raised the question: 'How did those schools overcome the barrier of uncertainty avoidance?' Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis. Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an 'excuse culture': 'It's not our fault. It is the ministry's'. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential. In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.

Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices

NASA Astrophysics Data System (ADS)

Robertson, Laura; Jones, M. Gail

2013-06-01

This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.

"Walking a Fine Line": Teachers' Perception of Curricular Autonomy in Estonia, Finland and Germany

ERIC Educational Resources Information Center

Erss, Maria; Kalmus, Veronika; Autio, Tero Henrik

2016-01-01

The purpose of this paper is to comparatively investigate the professional autonomy of upper secondary school teachers in three European countries in interpreting and implementing curricula. The paper focuses on teachers' experiences, and their perceptions of their autonomy and the control exercised over them in the global era of neoliberal…

Becoming Autonomous: Nonideal Theory and Educational Autonomy

ERIC Educational Resources Information Center

Wilson, Terri S.; Ryg, Matthew A.

2015-01-01

Autonomy operates as a key term in debates about the rights of families to choose distinct approaches to education. Yet, what autonomy means is often complicated by the actual circumstances and contexts of schools, families, and children. In this essay, Terri S. Wilson and Matthew A. Ryg focus on the challenges involved in translating an ideal of…

Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

ERIC Educational Resources Information Center

Taboada Barber, Ana; Buehl, Michelle M.

2013-01-01

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

A Longitudinal Study of Rejecting and Autonomy-Restrictive Parenting, Rejection Sensitivity, and Socioemotional Symptoms in Early Adolescents.

PubMed

Rowe, Susan L; Gembeck, Melanie J Zimmer; Rudolph, Julia; Nesdale, Drew

2015-08-01

Rejection sensitivity (RS) has been defined as the tendency to readily perceive and overreact to interpersonal rejection. The primary aim of this study was to test key propositions of RS theory, namely that rejecting experiences in relationships with parents are antecedents of early adolescents' future RS and symptomatology. We also expanded this to consider autonomy-restrictive parenting, given the importance of autonomy in early adolescence. Participants were 601 early adolescents (age 9 to 13 years old, 51% boys) from three schools in Australia. Students completed questionnaires at school about parent and peer relationships, RS, loneliness, social anxiety, and depression at two times with a 14-month lag between assessments. Parents also reported on adolescents' difficulties at Time 1 (T1). It was anticipated that more experience of parental rejection, coercion, and psychological control would be associated with adolescents' escalating RS and symptoms over time, even after accounting for peer victimisation, and that RS would mediate associations between parenting and symptoms. Structural equation modelling supported these hypotheses. Parent coercion was associated with adolescents' increasing symptoms of social anxiety and RS over time, and parent psychological control was associated with increasing depressive symptoms over time. Indirect effects via RS were also found, with parent rejection and psychological control linked to higher T1 RS, which was then associated with increasing loneliness and RS. Lastly, in a separate model, peer victimisation and RS, but not parenting practices, were positively associated with concurrent parent reports of adolescents' difficulties.

The Cascading Development of Autonomy and Relatedness From Adolescence to Adulthood

PubMed Central

Oudekerk, Barbara A.; Allen, Joseph P.; Hessel, Elenda T.; Molloy, Lauren E.

2014-01-01

We tested a developmental cascade model of autonomy and relatedness in the progression from parent to friend to romantic relationships across ages 13, 18, and 21. Participants included 184 adolescents (53% female, 58% Caucasian, 29% African American) recruited from a public middle school in Virginia. Parental psychological control at age 13 undermined the development of autonomy and relatedness, predicting relative decreases in autonomy and relatedness with friends between ages 13 and 18 and lower levels of autonomy and relatedness with partners at age 18. These cascade effects extended into adult friendships and romantic relationships, with autonomy and relatedness with romantic partners at age 18 being a strong predictor of autonomy and relatedness with both friends and partners at age 21. PMID:25345623

From Centralization to Decentralization in Chinese Higher Education

ERIC Educational Resources Information Center

Qian, Xiaohong; Verhoeven, Jef C.

2004-01-01

Since the late 1970's, the Chinese government has been gradually changing its traditional policy for providing higher education and has begun to emphasize the comprehensiveness of the universities. Interdisciplinary cooperation and the synergization of resources are being promoted, and institutional autonomy is gradually increasing. Schools and…

School Autonomy and 21st Century Skills in the Israeli Educational System: Discrepancies between the Declarative and Operational Levels

ERIC Educational Resources Information Center

Nir, Adam; Ben-David, Adi; Bogler, Ronit; Inbar, Dan; Zohar, Anat

2016-01-01

Purpose: The purpose of this paper is to analyze two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the progressive education evident mainly in the cognitive domain of twenty-first century skills (21st…

Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions: The Role of Mothers' and Siblings' Psychological Need Satisfaction.

PubMed

van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Loeys, Tom; Mabbe, Elien; Gargurevich, Rafael

2015-11-01

Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers' satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother-child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers' psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics. © 2015 by the Society for Personality and Social Psychology, Inc.

Beyond the City Lights: A Multiple-Case Study of Successful, Experienced Secondary Science Teachers in Rural Schools

NASA Astrophysics Data System (ADS)

DeVore-Wedding, Beverly R.

Recruitment and retention concerns for teachers, particularly in rural school districts and in science, fill the daily news and research literature. The shortage of STEM workers is also another concern as well. Then why do nationally recognized secondary science teachers remain in rural schools with lower salaries, increased responsibilities beyond teaching content, and multi-preparations, stay in those schools? How do they overcome challenges in their schools? This multiple case study focuses on Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) awardees who have taught secondary science in rural school districts 10 years or more. Eight rural PAEMST high school science teachers were identified in Nebraska and the six contiguous states; four consented to participate in this study. Interviews of these teachers and a colleague, principal, and or students were conducted to answer the research questions. Using a lens of resiliency, similarities were identified that show how these teachers overcome adversity and thrived in their rural school and communities. Resilient themes that emerged from this study are adaptability, autonomy, collaborative, competency, connectedness, problem-solvers, and resourcefulness. Common themes of success for teaching in rural schools for the four teachers were autonomy and relationships. Common themes of challenges for teaching in rural schools were diversity, funding, professional isolation, and teaching assignments. These characteristics and strategies may help schools with their recruitment and retention of teachers as well as teachers themselves benefiting from hearing other teachers' stories of success and longevity.

Personal autonomy and the flexible school

NASA Astrophysics Data System (ADS)

Aviram, Aharon

1993-09-01

The paper starts by emphasizing the importance of the ideal of personal autonomy as a central educational aim within liberal-democratic thought. Although this ideal has been accorded different meanings in the past 200 years, this paper focuses on J. S. Mill's view of autonomy - a very influential view within the liberal tradition and one still relevant for us today. The basic educational recommendation stemming from Mill's view of this ideal is the need to encourage "experimentation in living" by young people to enable them to discover their authentic wishes, capabilities and interests and to exercise themselves in the formation of "life-plans". The paper points to the sharp contradiction between democratic educational thought and practice: between the ideal of autonomy and the prevailing rigid and closed school structure which usually prevents true experimentation in living. It explains this contradiction as stemming from didactic and social considerations that were valid in industrial democratic societies. The paper's main claim is that due to the electronic revolution and its social consequences, the validity of these considerations is drastically and rapidly eroding in post-industrial democratic societies, and that, therefore, a much more flexible and open school structure is today not only desirable but also didactically and socially possible. The paper ends by presenting the "School as a Communications Center" model of a flexible school that reflects the above rationale. This model is now in the first stage of its implementation at a comprehensive high-school in Beer-Sheva, Israel.

Autonomy and job satisfaction for a sample of Greek teachers.

PubMed

Koustelios, Athanasios D; Karabatzaki, Despina; Kousteliou, Ioanna

2004-12-01

Analysing the relation between Job Satisfaction and Autonomy in a sample of 300 Greek teachers (114 men and 186 women, 28 to 59 years old) from primary and secondary schools, showed statistically significant positive correlations between Job Satisfaction and Autonomy. Particularly, Autonomy was correlated with Job Itself (.21), Supervision (.22), and the Organizational as a Whole (.27), aspects of Job Satisfaction. Findings are in line with previous studies conducted in different cultural contexts. Percent common variance accounted for is small.

A Preliminary Analysis of a Strategic Staffing Initiative

ERIC Educational Resources Information Center

Pulliam, Cheryl L.; LaCaria, Lynne; Schoeneberger, Jason; Algozzine, Bob

2014-01-01

The authors evaluated a reform program known as "Strategic Staffing" in which principals were given increased autonomy to modify the delivery of instruction without compromising academic content. The program's central feature was reassignment of school leaders and key staff members from settings in which they were successful to schools…

Student and Parent Perspectives on Fipping the Mathematics Classroom

ERIC Educational Resources Information Center

Muir, Tracey

2015-01-01

Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it…

Educating for Autonomy: Reading Rousseau and Freire toward a Philosophy of Unschooling

ERIC Educational Resources Information Center

Petrovic, John E.; Rolstad, Kellie

2017-01-01

In this paper, the authors provide an overview of the unschooling movement, highlighting the important philosophical differences, among other differences, between unschooling and homeschooling. They then argue that to the extent that traditional schooling is a project of massification--increasingly dominated by a neoliberal ethos in our…

Why Are Teachers Afraid of Curricular Autonomy? Contradictory Effects of the New National Curriculum in South Korea

ERIC Educational Resources Information Center

Hong, Won-Pyo; Youngs, Peter

2016-01-01

Using interview data from secondary teachers, this study examines conflicting perspectives on the effects of the new national curriculum in South Korea, which was intended to grant more autonomy to individual schools and teachers. Contrary to the general belief that teachers want more autonomy to customize their curricula to meet students' needs,…

Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation.

ERIC Educational Resources Information Center

Chirkov, Valery I.; Ryan, Richard M.

2001-01-01

Examined whether autonomy-support would have a positive effect on self-motivation and well-being. U.S. and Russian high school students completed measures of perceived parental and teacher autonomy-support, academic motivation, and well-being. Russian students perceived parents and teachers as more controlling than did U.S. students. In both…

Examination of the Relationship between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety

ERIC Educational Resources Information Center

Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

2016-01-01

This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…

Autonomy and Religious Education: Lessons from a Six-Year Evaluation of an Educational Reform in an Israeli School Network

ERIC Educational Resources Information Center

Paul-Binyamin, Ilana; Gindi, Shahar

2017-01-01

This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy.…

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

PubMed

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children's autonomous behaviors reported by parents, nor parental style, seem to be related with the children's level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

PubMed Central

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement. PMID:27891110

Mediators of Psychological Well-being in Adolescent Boys.

PubMed

Lubans, David R; Smith, Jordan J; Morgan, Philip J; Beauchamp, Mark R; Miller, Andrew; Lonsdale, Chris; Parker, Philip; Dally, Kerry

2016-02-01

The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ± .5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

From middle school to college: developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment.

PubMed

Hill, Nancy E; Wang, Ming-Te

2015-02-01

Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point average (GPA). All 3 parenting practices were related to aspirations and behavioral engagement at 8th grade, with 2 of the 3 parenting practices related to the emotional (monitoring and warmth) and cognitive (autonomy support and warmth) engagement. The reciprocal relations between aspirations and engagement/GPA were significant, although the effects from 8th aspirations to 11th engagement were stronger than the reverse path. Ethnic differences were found only for parenting practices: monitoring had stronger associations with GPA and behavioral engagement for African Americans, whereas autonomy support had stronger associations with GPA for European Americans. For African American parents, a delicate balance is needed to capture the benefits of higher levels of monitoring for promoting GPA and behavioral engagement and the benefits of autonomy support for developing aspirations and cognitive engagement. Parental warmth was equally beneficial for supporting aspirations, engagement, and achievement across ethnicity. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School?

PubMed Central

Bindman, Samantha W.; Pomerantz, Eva M.; Roisman, Glenn I.

2015-01-01

This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers’ parenting from the NICHD Study of Early Child Care and Youth Development (N = 1,306), analyses revealed that mothers’ autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers’ warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers’ educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted for the association between early autonomy-supportive parenting and children's subsequent achievement. PMID:26366009

Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School?

PubMed

Bindman, Samantha W; Pomerantz, Eva M; Roisman, Glenn I

2015-08-01

This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development ( N = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers' educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted for the association between early autonomy-supportive parenting and children's subsequent achievement.

Autonomy as an Element in Chinese Educational Reform: A Case Study of English Lessons in a Senior High School in Beijing

ERIC Educational Resources Information Center

Halstead, J. Mark; Zhu, Chuanyan

2009-01-01

Recent educational reforms in China have emphasized "learner autonomy", but this differs in crucial respects from the concept of "personal autonomy", which is a central goal of western liberal education. The many changes that have resulted from the opening up policy in China in the last 30 years include what has been called…

Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach

PubMed Central

2017-01-01

Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students’ psychological need satisfaction, and hence, self-determined motivation toward PE classes. PMID:29284027

The cascading development of autonomy and relatedness from adolescence to adulthood.

PubMed

Oudekerk, Barbara A; Allen, Joseph P; Hessel, Elenda T; Molloy, Lauren E

2015-01-01

A developmental cascade model of autonomy and relatedness in the progression from parent to friend to romantic relationships across ages 13, 18, and 21 was examined among 184 adolescents (53% female, 58% Caucasian, 29% African American) recruited from a public middle school in Virginia. Parental psychological control at age 13 undermined the development of autonomy and relatedness, predicting relative decreases in autonomy and relatedness with friends between ages 13 and 18 and lower levels of autonomy and relatedness with partners at age 18. These cascade effects extended into adult friendships and romantic relationships, with autonomy and relatedness with romantic partners at age 18 being a strong predictor of autonomy and relatedness with both friends and partners at age 21. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Buffering against Performance Classroom Goal Structures: The Importance of Autonomy Support and Classroom Community

ERIC Educational Resources Information Center

Ciani, Keith D.; Middleton, Michael J.; Summers, Jessica J.; Sheldon, Kennon M.

2010-01-01

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical…

The Policy Discourse of Networking and Its Effect on School Autonomy: A Foucauldian Interpretation

ERIC Educational Resources Information Center

Mifsud, Denise

2016-01-01

Policy discourse officially operates to distinctly influence public perception in an irrevocable and normalising manner. In a Maltese educational scenario of gradual decentralisation and increased accountability, I explore the "effects" of both the global and the local policy discourse of networks and networking on the practising…

Emerging Pedagogies for the Use of iPads in Schools

ERIC Educational Resources Information Center

Geer, Ruth; White, Bruce; Zeegers, Yvonne; Au, Wing; Barnes, Alan

2017-01-01

iPads are becoming popular as 1:1 devices in many classrooms, enabling teachers to implement pedagogies that will enhance student learning. Such mobile tools offer many affordances which can increase student motivation and autonomy. Nevertheless, without a change in pedagogy, they are unlikely to bring about any significant impact on student…

PBL Group Autonomy in a High School Environmental Science Class

ERIC Educational Resources Information Center

Weiss, D. Mark; Belland, Brian R.

2018-01-01

With increasing class sizes, teachers and facilitators alike hope for learning groups where students work together in self-contained and autonomous ways requiring reduced teacher support. Yet many instructors find the idea of developing independent learning in small groups to be elusive particularly in K-12 settings (Ertmer and Simons in…

Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States

NASA Astrophysics Data System (ADS)

Robertson, Laura Elizabeth

This study examined factors that contribute to Chinese and United States middle school science teachers' perceptions of autonomy support. Autonomy is one component of self-determination theory and has been associated with intrinsic motivation. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions. The online survey consisted of four assessments related to teachers' self-determination, perceptions of constraints at work, perceptions of students' self-determination, and level of autonomy support for students and allowed for the testing of the structural model developed by Pelletier, Seguin-Levesque, and Legault (2002). Exploratory factor analysis (EFA) of responses for the combined teacher sample (n=201) was carried out for each of the survey assessments. Significance testing for Chinese (n=107) and U.S. (n=94) teachers, based on the factors resulting from EFA, revealed significant differences in teachers' self-determination and perceptions of constraints at work. No significant differences were found for teachers' perceptions of students' self-determination or level of autonomy support for students. Multiple regression was used to predict teachers' autonomy support for students. For the Chinese teachers, perceptions of constraints at work, teachers' self-determination, and teachers' perceptions of student motivation were found to significantly predict teachers' autonomy support. For the U.S. teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of the Chinese and U.S. science teachers (n=19) were interviewed about their perceived levels of autonomy support, constraints at work, and their students' self determination. The analyses of the interviews showed that teachers in both countries reported that autonomy was important to their motivation and the quality of instruction they provided to students. Teachers from the two countries differed in their satisfaction with current levels of autonomy and reported different constraints on teaching science related to materials, lab space, curriculum standards, and assessment.

Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

2016-01-01

Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

Autonomy in Language Learning.

ERIC Educational Resources Information Center

Gathercole, Ian, Ed.

Ten papers from a January 1990 conference in Britain on the meaning and implications of autonomy for school learners of second languages address theoretical and practical issues in independent study, learner-controlled instruction, cooperative learning, teacher-student relationship, learner responsibility, students with learning difficulties, and…

Promoting Learner Autonomy through Teacher-Student Partnership Assessment in an American High School: A Cycle of Action Research (El papel de la evaluación negociada en el desarrollo de la autonomía del estudiante en la escuela secundaria norteamericana: un ciclo de investigación-acción)

ERIC Educational Resources Information Center

Picón Jácome, Édgar

2012-01-01

In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students' autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback…

Presenting the facts about smoking to adolescents: effects of an autonomy-supportive style.

PubMed

Williams, G C; Cox, E M; Kouides, R; Deci, E L

1999-09-01

To test the self-determination model of health-related behavior by examining whether the degree to which adolescents experience an appeal to not smoke as autonomy supportive would affect their autonomous motivation for not smoking and, in turn, their behavior of either refraining from smoking or smoking less, and to validate the measures of perceived autonomy support and autonomous motivation for not smoking. Two studies of physicians presenting information about not smoking using 2 message styles, 1 of which was designed to be more autonomy supportive. The preliminary study involved nonrandomized assignment to message style and only immediate assessment of perceptions, motivation, and behavior, while the primary study involved randomized assignment and 4-month longitudinal assessments. Nearly 400 ninth- through 12th-grade students at 2 suburban high schools in upstate New York. Adolescents' perceptions of the presentations' autonomy supportiveness of the presenters, as well as adolescents' autonomous motivation for not smoking and their self-reports of smoking. The primary study also assessed change in students' autonomous motivation and change in their self-reported smoking during 4 months. In both studies, the measures were reliable and valid. Students perceived significantly (P = .04 and P<.001, respectively) greater autonomy support in the "It's Your Choice" presentation, after controlling for whether the students were smokers. Perceived autonomy supportiveness of the presentation was positively correlated with autonomous reasons for not smoking in the preliminary study and with increases in autonomous motivation for not smoking in the primary study. Change in autonomous reasons for not smoking significantly (P<.001) predicted reduction in smoking during 4 months. When adolescents perceived messages about not smoking as autonomy supportive, they had more autonomous motivation for not smoking, and that, in turn, predicted a decrease in their self-reports of smoking.

A Phenomenological Study of the Impact of the South Carolina U.S. History End of Course Exam on High School Teachers' Perceptions of Autonomy and Self-Efficacy

ERIC Educational Resources Information Center

Whitmore, Debra Ann

2017-01-01

The purpose of this phenomenological qualitative study was to describe the impact of the South Carolina U.S. History End of Course Exam (EOCE) on teachers' perceptions of autonomy and self-efficacy for high school U.S. History teachers in the Midlands region of South Carolina. The theory guiding this study was Bandura's (1994) theory of…

Charter Schools: A Viable Public School Choice Option?

ERIC Educational Resources Information Center

Geske, Terry G.; And Others

1997-01-01

Overviews the charter-school phenomenon and these schools' basic design. Discusses the government's role in education and identifies various school-choice options. Explores overall autonomy via legislative provisions and examines empirical evidence on charter schools' innovative features, teacher and student characteristics, and parental contracts…

Change in physical education motivation and physical activity behavior during middle school.

PubMed

Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

School Related Alienation: Perceptions of Secondary School Students.

ERIC Educational Resources Information Center

Kunkel, Richard C.; And Others

Responses to questionnaires administered to 10,000 senior high school students to ascertain their feelings of alienation as related to their schools are presented. The questionnaire items concerned: School as an Institution, The School as Teacher, Authority--Autonomy, and Parental Interest in School. The findings that resulted from the…

Investigating mental fitness and school connectedness in Prince Edward Island and New Brunswick, Canada.

PubMed

Murnaghan, Donna; Morrison, William; Laurence, Courtney; Bell, Brandi

2014-07-01

As youth struggle with anxiety and depression, promoting positive mental fitness is a primary concern. Canadian school-based mental health programs that focus on positive psychology and positive mental health initiatives emphasize safe and supportive environments, student engagement, resilience, and self-determination. This study examined predictors of mental fitness and its 3 components (autonomy, competence, and relatedness). School Health Action Planning and Evaluation System-Prince Edward Island (SHAPES-PEI) and the New Brunswick Student Wellness Survey (NB SWS) are data collection and feedback systems that survey youth about 4 health behaviors. Grade 7-12 students in Prince Edward Island (N = 3318) and New Brunswick (N = 7314) completed a mental fitness questionnaire in 2008-2009 (PEI) and 2006-2007 (NB). Four linear regression models were conducted to examine student characteristics associated with mental fitness, autonomy, competence, and relatedness. Positive associations were found between school connectedness (p < .0001) and mental fitness, as well as autonomy, competence, and relatedness. There were also significant relationships between affect, pro-social and antisocial behaviors, tried smoking, and mental fitness. A better understanding of adolescent health and its predictors is needed. By identifying core parameters for mental fitness, we can inform how to address students' needs through appropriate programs and policies supporting healthy school environments. © 2014, American School Health Association.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

PubMed Central

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R.; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001), parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning. PMID:29326622

Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

PubMed Central

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals. PMID:29085321

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

PubMed

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.

Adolescent-parent relations in Hong Kong: parenting styles, emotional autonomy, and school achievement.

PubMed

McBride-Chang, C; Chang, L

1998-12-01

This 4-phase study of Hong Kong Chinese adolescent-parent relationships (906 adolescents and 1,091 parents) revealed the following: (a) Adolescents and their parents differ in their perceptions of parenting style. (b) Autonomy is negatively associated with parents' perceived authoritative parenting style and school achievement. (c) Neither parenting style nor measures of parents' beliefs in training their children (R. Chao, 1994) are associated with self-reports of school achievement. However, (d) parents of students from the highest (Band 1) academically oriented schools in Hong Kong rated themselves as higher in authoritativeness and lower in authoritarianism than parents of adolescents from the lowest academically oriented (Band 5) schools. Findings are discussed in relation to posited differences in adolescent-parent relationships in Western and Chinese cultures.

Imagining School Autonomy in High-Performing Education Systems: East Asia as a Source of Policy Referencing in England

ERIC Educational Resources Information Center

You, Yun; Morris, Paul

2016-01-01

Education reform is increasingly based on emulating the features of "world-class" systems that top international attainment surveys and, in England specifically, East Asia is referenced as the "inspiration" for their education reforms. However, the extent to which the features identified by the UK Government accord with the…

Autonomy, filial piety, and parental authority: a two-year longitudinal investigation.

PubMed

Liu, Yih-Lan

2013-01-01

A 2-year longitudinal study was conducted to test 3 causal models about adolescent autonomy, filial piety, beliefs about parental authority, and obedience in terms of personal, prudential, and multifaceted issues. Four hundred and thirty-six students from 10 junior and senior high schools in Taiwan (boys, n = 223; senior high school, n = 211) participated in the study. Hypothesis I predicted that autonomy (individuating autonomy vs. relating autonomy) would positively correlate with beliefs about authority legitimacy and obligation to obey, but was not supported. Hypothesis 2 predicted that filial piety (authoritarian piety vs. reciprocal piety) would positively associate with authority beliefs, and was partially supported. Authoritarian piety showed the positive relation with authority beliefs. Hypothesis 3 predicted that beliefs about authority legitimacy and obligation to obey would positively associate with obedience, and was supported. Hypothesis 4 predicted that age might moderate the structure models across domains, but the results indicated that age did not moderate the structural model in the prudential and multifaceted domains. The overall findings of this study reveal that adolescent beliefs about authority serve as a mediator between authoritarian piety and obedience, suggesting that traditional piety still has an influence on parent-child interaction in today's society.

Rocky Mountain Rift.

ERIC Educational Resources Information Center

Broderick, Christopher

1995-01-01

Describes the efforts of teachers and parents to open a charter school in Denver, which is being vigorously blocked by the school board. Discusses the pros (offer nontraditional teaching methods and institutional autonomy) and cons (drain public funds from poor schools) of charter schools. (LMI)

Women's autonomy in household decision-making: a demographic study in Nepal.

PubMed

Acharya, Dev R; Bell, Jacqueline S; Simkhada, Padam; van Teijlingen, Edwin R; Regmi, Pramod R

2010-07-15

How socio-demographic factors influence women's autonomy in decision making on health care including purchasing goods and visiting family and relatives are very poorly studied in Nepal. This study aims to explore the links between women's household position and their autonomy in decision making. We used Nepal Demographic Health Survey (NDHS) 2006, which provided data on ever married women aged 15-49 years (n = 8257). The data consists of women's four types of household decision making; own health care, making major household purchases, making purchase for daily household needs and visits to her family or relatives. A number of socio-demographic variables were used in multivariable logistic regression to examine the relationship of these variables to all four types of decision making. Women's autonomy in decision making is positively associated with their age, employment and number of living children. Women from rural area and Terai region have less autonomy in decision making in all four types of outcome measure. There is a mixed variation in women's autonomy in the development region across all outcome measures. Western women are more likely to make decision in own health care (1.2-1.6), while they are less likely to purchase daily household needs (0.6-0.9). Women's increased education is positively associated with autonomy in own health care decision making (p < 0.01), however their more schooling (SLC and above) shows non-significance with other outcome measures. Interestingly, rich women are less likely to have autonomy to make decision in own healthcare. Women from rural area and Terai region needs specific empowerment programme to enable them to be more autonomous in the household decision making. Women's autonomy by education, wealth quintile and development region needs a further social science investigation to observe the variations within each stratum. A more comprehensive strategy can enable women to access community resources, to challenge traditional norms and to access economic resources. This will lead the women to be more autonomous in decision making in the due course.

The importance of autonomy support and the mediating role of work motivation for well-being: testing self-determination theory in a Chinese work organisation.

PubMed

Nie, Youyan; Chua, Bee Leng; Yeung, Alexander Seeshing; Ryan, Richard M; Chan, Wai Yen

2015-08-01

We examine relations between perceived organisational autonomy support and different types of work motivation and well-being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well-being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well-being. © 2014 International Union of Psychological Science.

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

PubMed

Rathmann, Katharina; Herke, Max G; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.

Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools.

PubMed

Fitzmaurice, Stephen

2017-01-01

Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic interviews and field observations of three educational interpreters with no certification or professional assessment to explore how uncredentialed interpreters were enacting their role in a rural high school. The findings indicate that uncredentialed interpreters in rural settings perform four major functions during their school day: preparing the environment, staff, and materials; interpreting a variety of content; interacting with numerous stakeholders; and directly instructing Deaf and Hard of Hearing students. Generally, educational interpreters in rural districts operate with unregulated autonomy, a situation that warrants further research and a national standard for all educational interpreters.

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms

PubMed Central

Herke, Max G.; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction. PMID:29420540

Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students

ERIC Educational Resources Information Center

Zhang, Tao; Solmon, Melinda A.; Kosma, Maria; Carson, Russell L.; Gu, Xiangli

2011-01-01

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic…

Multi-Structural Relationships among Organizational Culture, Job Autonomy, and CTE Teacher Turnover Intention

ERIC Educational Resources Information Center

Song, Ji Hoon; Martens, Jon; McCharen, Belinda; Ausburn, Lynna J.

2011-01-01

This study investigated structural relationships among the constructs of supportive learning culture, school innovative climate, task-related job autonomy, and teacher turnover intention in career and technical education. The study applied organizational concepts to a problem typically approached from the perspective of teacher characteristics and…

A Study on the Autonomy of Educational Administration. Regular Report 86-21.

ERIC Educational Resources Information Center

Chung, Chan-young; And Others

Excessive centralized control begets uniformity, which denies local need and school uniqueness. Further, control, order, and supervision create impassivity and work against autonomy. The decentralization of authority to lower echelons more familar with local needs may provide a more relevant administration that encourages local initiatives; school…

Analyzing and Critiquing the Concepts of Professional Autonomy and Accountability through the Prisms of Decentralization and Constructivist Theory

ERIC Educational Resources Information Center

Shapiro, Arthur; Koren, Andrej

2012-01-01

This analysis and synthesis explores constructs of professional autonomy and accountability using constructivist theory and practice to examine the organizational dynamics of centralization/decentralization, particularly as applied to educational organizations. Major schools of constructivist thought are explored to shed light on…

School Decentralization as a Process of Differentiation, Hierarchization and Selection

ERIC Educational Resources Information Center

Altrichter, Herbert; Heinrich, Martin; Soukup-Altrichter, Katharina

2014-01-01

The Austrian "school autonomy policy", which allowed schools to develop specific "curricular profiles", is taken as an example for discussing processes and effects of school decentralization policies. Data from school case studies (based on qualitative interviews and document analysis) are used to analyse and interpret the…

The Need for Transformational Leadership in Singapore's School-Based Reform

ERIC Educational Resources Information Center

Retna, Kala S.; Ng, Pak Tee

2009-01-01

In Singapore, "decentralization" and "school-based reforms" are key words within the current education reform agenda. This article argues that a key success factor in this agenda is transformational leadership in school. With more autonomy given to the school, transformational leadership at the school level will facilitate the…

Establishing School Decision-Making Groups: Problems Confronted by Three Secondary Schools in Australia.

ERIC Educational Resources Information Center

Dellar, Graham B.

Central to restructuring efforts in Australia was the establishment of school decision-making groups (SDMGs), which gave school staff and community representatives more autonomy over decisions concerning educational policy and school development. This paper presents findings of a study that examined the responses of three secondary schools to the…

Where Does the Money Go? Budget Expenditure Allocations in Charter Schools

ERIC Educational Resources Information Center

Carpenter, Dick M., II

2013-01-01

This study examines the expenditure allocation pattern of charter schools in Texas and compares those patterns to non-charter public schools to determine if the autonomy afforded to charter schools results in significant differences. Findings indicate the allocation patterns of charter schools do differ from those of non-charter public schools.…

Factors Affecting Professional Autonomy of Japanese Nurses Caring for Culturally and Linguistically Diverse Patients in a Hospital Setting in Japan.

PubMed

Kuwano, Noriko; Fukuda, Hiromi; Murashima, Sachiyo

2016-11-01

The study aimed to analyze the professional autonomy of Japanese nurses when caring for non-Japanese patients and to identify its contributing factors. A descriptive cross-sectional design was used. Participants included 238 clinical nurses working at 27 hospitals in Japan. The Intercultural Sensitivity Scale (Chen and Starosta), and the Scale for Professional Autonomy in Nursing (Kikuchi and Harada) were used to measure intercultural sensitivity and professional autonomy. Stepwise multiple regression analysis was used to identify the most significant factors affecting professional autonomy. Professional autonomy of Japanese nurses caring for non-Japanese patients was significantly lower than when caring for Japanese patients (142.84 vs. 172.85; p < .001). Contributing factors were intercultural sensitivity (p < .001), length of nurse experience (p < .05), and availability of interpretation service (p < .05). Incorporating transcultural nursing content into training programs in schools and hospitals could enhance professional autonomy of Japanese nurses by promoting intercultural sensitivity. © The Author(s) 2015.

Why Mission Matters More for (Some) Charter Principals

ERIC Educational Resources Information Center

Foreman, Leesa M.; Maranto, Robert

2018-01-01

Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise…

Desire for Increased Autonomy and Adolescents' Perceptions of Peer Autonomy: "Everyone Else Can; Why Can't I?"

ERIC Educational Resources Information Center

Daddis, Christopher

2011-01-01

Two studies examined adolescents' personal autonomy beliefs and their perceptions of peer autonomy. Study 1 sampled 527 adolescents (M = 15.40 years) and found that adolescents desired increased autonomy most over personal and multifaceted issues and least over moral and conventional issues. Younger adolescents and girls desired increased autonomy…

Quality Assurance in Victorian Schools: An Approach to School Improvement. The School Review Program in Victoria, Australia: An Evaluation.

ERIC Educational Resources Information Center

Fearnside, Rob

The Victorian school accountability framework is designed specifically for Victorian public schooling in the 1990s. These schools have three chief characteristics: (1) a high level of school autonomy in operational decisions about research allocation, human-resource management, and staff selection; (2) a common framework for curriculum and…

School Educational Project as a Criterion of School Choice: Discourses and Practices in the City of Barcelona

ERIC Educational Resources Information Center

Benito, Ricard; Alegre, Miquel Àngel; Gonzàlez, Isaac

2014-01-01

In its advancement towards an education quasi-market, Catalonia has recently been driving the development of "school educational projects" in all schools (both public and private) as a tool to facilitate school autonomy and family choices. A school educational project is a formal document in which schools identify their pedagogical…

Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project.

PubMed

Sebire, Simon J; Kesten, Joanna M; Edwards, Mark J; May, Thomas; Banfield, Kathryn; Tomkinson, Keeley; Blair, Peter S; Bird, Emma L; Powell, Jane E; Jago, Russell

2016-05-01

To report the theory-based process evaluation of the Bristol Girls' Dance Project, a cluster-randomised controlled trial to increase adolescent girls' physical activity. A mixed-method process evaluation of the intervention's self-determination theory components comprising lesson observations, post-intervention interviews and focus groups. Four intervention dance lessons per dance instructor were observed, audio recorded and rated to estimate the use of need-supportive teaching strategies. Intervention participants (n = 281) reported their dance instructors' provision of autonomy-support. Semi-structured interviews with the dance instructors (n = 10) explored fidelity to the theory and focus groups were conducted with participants (n = 59) in each school to explore their receipt of the intervention and views on the dance instructors' motivating style. Although instructors accepted the theory-based approach, intervention fidelity was variable. Relatedness support was the most commonly observed need-supportive teaching behaviour, provision of structure was moderate and autonomy-support was comparatively low. The qualitative findings identified how instructors supported competence and developed trusting relationships with participants. Fidelity was challenged where autonomy provision was limited to option choices rather than input into the pace or direction of lessons and where controlling teaching styles were adopted, often to manage disruptive behaviour. The successes and challenges to achieving theoretical fidelity in the Bristol Girls' Dance Project may help explain the intervention effects and can more broadly inform the design of theory-based complex interventions aimed at increasing young people's physical activity in after-school settings.

Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project

PubMed Central

Sebire, Simon J.; Kesten, Joanna M.; Edwards, Mark J.; May, Thomas; Banfield, Kathryn; Tomkinson, Keeley; Blair, Peter S.; Bird, Emma L.; Powell, Jane E.; Jago, Russell

2016-01-01

Objectives To report the theory-based process evaluation of the Bristol Girls' Dance Project, a cluster-randomised controlled trial to increase adolescent girls' physical activity. Design A mixed-method process evaluation of the intervention's self-determination theory components comprising lesson observations, post-intervention interviews and focus groups. Method Four intervention dance lessons per dance instructor were observed, audio recorded and rated to estimate the use of need-supportive teaching strategies. Intervention participants (n = 281) reported their dance instructors' provision of autonomy-support. Semi-structured interviews with the dance instructors (n = 10) explored fidelity to the theory and focus groups were conducted with participants (n = 59) in each school to explore their receipt of the intervention and views on the dance instructors' motivating style. Results Although instructors accepted the theory-based approach, intervention fidelity was variable. Relatedness support was the most commonly observed need-supportive teaching behaviour, provision of structure was moderate and autonomy-support was comparatively low. The qualitative findings identified how instructors supported competence and developed trusting relationships with participants. Fidelity was challenged where autonomy provision was limited to option choices rather than input into the pace or direction of lessons and where controlling teaching styles were adopted, often to manage disruptive behaviour. Conclusion The successes and challenges to achieving theoretical fidelity in the Bristol Girls' Dance Project may help explain the intervention effects and can more broadly inform the design of theory-based complex interventions aimed at increasing young people's physical activity in after-school settings. PMID:27175102

Student Autonomy and its Effects on Student Enjoyment in a Traditional Mechanics Course for First-Year Engineering Students

NASA Astrophysics Data System (ADS)

Perera, Janaki I.; Quinlivan, Brendan T.; Simonovich, Jennifer A.; Towers, Emily; Zadik, Oren H.; Zastavker, Yevgeniya V.

2012-02-01

In light of recent literature in educational psychology, this study investigates instructional support and students' autonomy at a small technical undergraduate school. Grounded theory is used to analyze twelve semi-structured open-ended interviews about engineering students' experiences in Introductory Mechanics that includes Lecture, Recitation, and Laboratory components. Using data triangulation with each course component as a unit of analysis, this study examines students' course enjoyment as a function of instructional support and autonomy. The Lecture utilizes traditional instructor-centered pedagogy with predominantly passive learning and no student autonomy. The Recitation creates an active learning environment through small group work with a moderate degree of autonomy. The Laboratory is designed around self-guided project-based activities with significant autonomy. Despite these differences, all three course components provide similar levels of instructional support. The data reveal that students enjoy the low autonomy provided by Lecture and Recitations while finding the Laboratory frustrating. Analyses indicate that the differences in autonomy contribute to students' misinterpretation of the three course components' value within the context of the entire course.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values.

PubMed

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( b se→adj = 0.05, SE = 0.01, p < 0.001; b se→grades = 0.08, SE = 0.02, p < 0.001), parent-adolescent conflict ( b conflict→adj = -0.03, SE = 0.00, p < 0.001; b conflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations ( b conform→adj = -0.03, SE = 0.02, p < 0.05; b conform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( b indepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents' appraisal of parental autonomy granting, which then impacts their school functioning.

Autonomy and Flexibility in Charters

ERIC Educational Resources Information Center

Paisner, Eric J.

2011-01-01

In this article, the author reports on how several locally authorized charter schools generate academic gains through their freedom to significantly alter staff development and school culture. Although many districts authorize public charter schools, the school districts maintain no role in the day-to-day operations. This separation has given…

Assessment of Parent Orientation towards Autonomy vs. Control in Promoting Children's Healthy Eating and Exercise.

PubMed

Chiang, Evelyn S; Padilla, Miguel A

2012-07-01

Self-determination theory has been widely applied to understanding individuals' health-related behaviors such as eating healthy foods and exercising. Different reasons for engagement are associated with varying levels of personal agency or autonomy. Authority figures in the environment can be supportive of autonomy or, in contrast, controlling. Although researchers have assessed individuals' perceptions of the autonomy-support in their environments, studies have not directly examined the authority figures' orientations to autonomy with respect to health contexts. A new scale, Parent Orientations to Health, was created to investigate parent orientation to autonomy and control with respect to healthy eating and exercise in children. One hundred and forty-three parents of elementary school-aged children responded to the scale. Scale validation and reliability results indicate that the scale successfully assessed parent orientation towards autonomy for children in health contexts. Furthermore, parent autonomy orientation varied according to child weight status and the healthiness of the child's diet. Parent orientation towards autonomy can be evaluated through the use of the Parent Orientations to Health scale. In addition, parent autonomy orientation is associated with both the healthiness of the child's diet (as perceived by the parent) and the child's body mass index. © 2012 The Authors. Applied Psychology: Health and Well-Being © 2012 The International Association of Applied Psychology.

Authorizers Are Not Monolithic on School Discipline: How Charter School Authorizers Differ in School Discipline Engagement

ERIC Educational Resources Information Center

Rausch, M. K.; Conlan, S. K.

2016-01-01

In theory, authorizers play an important role in decisions regarding charter schools and student discipline, as they are the bodies responsible for protecting the public interest, while balancing school autonomy and accountability. Within public education, a rigorous debate is occurring about student discipline practices, particularly suspensions…

ERIC Abstracts: A Collection of ERIC Document Resumes on Citizen Involvement in the Control of Schools.

ERIC Educational Resources Information Center

American Association of School Administrators, Washington, DC.

ERIC abstracts on citizen involvement in the control of schools, announced in RIE through Novermber 1970, are presented. The key terms used in compiling this collection are "citizen participation,""decentralization,""parent participation,""parent school relationship,""school community relationship," and "school district autonomy." The following…

Governance and Leadership in Public Schools: Opportunities and Challenges Facing School Leaders in Italy

ERIC Educational Resources Information Center

Paletta, Angelo; Bezzina, Christopher

2016-01-01

This article aims to explore the evolution of school leadership in Italy toward a model of leadership for learning. Italy is undergoing radical changes in the governance structures (school autonomy and accountability) affecting schools in general, and school principals in particular, based on the way they promote, manage, and monitor the…

Paying for Quality? Associations between Private School Income, Performance and Use of Resources

ERIC Educational Resources Information Center

Davies, Peter; Davies, Neil M.

2014-01-01

Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives…

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

ERIC Educational Resources Information Center

Hoecht, Andreas

2006-01-01

This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic staff that were conducted at two "new university" business schools. Both…

Can Self-Determination Theory Explain What Underlies the Productive, Satisfying Learning Experiences of Collectivistically Oriented Korean Students?

ERIC Educational Resources Information Center

Jang, Hyungshim; Reeve, Johnmarshall; Ryan, Richard M.; Kim, Ahyoung

2009-01-01

Recognizing recent criticisms concerning the cross-cultural generalizability of self-determination theory (SDT), the authors tested the SDT view that high school students in collectivistically oriented South Korea benefit from classroom experiences of autonomy support and psychological need satisfaction. In Study 1, experiences of autonomy,…

An Examination of the Relationship between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

ERIC Educational Resources Information Center

Shogren, Karrie A.; Lee, Jaehoon; Panko, Pavel

2016-01-01

This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment, measured while youth were in secondary school) on postschool (a) employment and payment/benefits, (b) education, (c) independent living, and…

Cultural Coherence and the Schooling for Identity Maintenance

ERIC Educational Resources Information Center

Merry, Michael S.

2005-01-01

An education for cultural coherence tends to the child's well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist…

Autonomy, Workload, Work-Life Balance and Job Performance among Teachers

ERIC Educational Resources Information Center

Johari, Johanim; Yean Tan, Fee; Zulkarnain, Zati Iwani Tjik

2018-01-01

Purpose: The purpose of this paper is to examine the influence of autonomy, workload, and work-life balance on job performance among teachers. A survey was carried out among teachers in public schools in the Northern Region of Peninsular Malaysia. Design/methodology/approach: This study adopted a quantitative approach to address the research…

Parental Autonomy Support, Community Feeling and Student Expectations as Contributors to Later Achievement among Adolescents

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2017-01-01

This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with…

Creating Working Partnerships: How Can School Districts and Charter Schools Work Together Effectively? Knowledge Brief.

ERIC Educational Resources Information Center

Izu, JoAnn

Drawing on the Los Angeles Unified School District's experiences with charter schools, this brief highlights the difficulties in balancing the twin needs of charter-school autonomy and accountability, and their implications for the way in which charter schools and districts can work together. It identifies key challenges in district-school…

Variables Influencing Teacher Autonomy, Administrative Coordination, and Collaboration

ERIC Educational Resources Information Center

Prichard, Caleb; Moore, Jana E.

2016-01-01

Purpose: Schools often vary in how they balance teacher autonomy (TA) and administrative control, and research suggests that there may be several context-specific variables which may be influential. The purpose of this paper is to determine the influence of program variables on the level of TA, administrative coordination, and administration-staff…

How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

ERIC Educational Resources Information Center

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2016-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and…

The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science

ERIC Educational Resources Information Center

Gurganious, Norris

2017-01-01

The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success…

Teacher-Led Codeswitching: Adorno, Race, Contradiction, and the Nature of Autonomy

ERIC Educational Resources Information Center

Bicker, Jack

2018-01-01

Drawing on respective ideas from within both liberal political philosophy and Frankfurt School critical theory, this paper seeks to examine claims about autonomy and empowerment made on behalf of educational policies such as teacher-led codeswitching; a policy that seeks to empower students from racially marginalised groups by facilitating their…

Satisfaction of Teachers' Need for Autonomy and Their Strategies of Classroom Discipline

ERIC Educational Resources Information Center

Tadic, Aleksandar

2015-01-01

This paper points to the necessity to conduct researches of contextual conditions of teachers' behavior in classroom, using the framework of the self-determination theory, according to which styles of teachers' behavior toward students is correlated with their satisfaction of psychological need for autonomy in school. We analyzed different…

Investigating the Relationship between Iranian EFL Teachers' Autonomy and Their Neuro-Linguistic Programming

ERIC Educational Resources Information Center

Hosseinzadeh, Ehsan; Baradaran, Abdollah

2015-01-01

The present study was an attempt to investigate the relationship between English Language Teachers' autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching…

An Examination of the Relationship between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

ERIC Educational Resources Information Center

Shogren, Karrie A.; Lee, Jaehoon; Panko, Pavel

2017-01-01

This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool--(a) employment and payment/benefits, (b) education, (c) independent living, and…

Autonomy: Life and Being

NASA Astrophysics Data System (ADS)

Williams, Mary-Anne

This paper uses robot experience to explore key concepts of autonomy, life and being. Unfortunately, there are no widely accepted definitions of autonomy, life or being. Using a new cognitive agent architecture we argue that autonomy is a key ingredient for both life and being, and set about exploring autonomy as a concept and a capability. Some schools of thought regard autonomy as the key characteristic that distinguishes a system from an agent; agents are systems with autonomy, but rarely is a definition of autonomy provided. Living entities are autonomous systems, and autonomy is vital to life. Intelligence presupposes autonomy too; what would it mean for a system to be intelligent but not exhibit any form of genuine autonomy. Our philosophical, scientific and legal understanding of autonomy and its implications is immature and as a result progress towards designing, building, managing, exploiting and regulating autonomous systems is retarded. In response we put forward a framework for exploring autonomy as a concept and capability based on a new cognitive architecture. Using this architecture tools and benchmarks can be developed to analyze and study autonomy in its own right as a means to further our understanding of autonomous systems, life and being. This endeavor would lead to important practical benefits for autonomous systems design and help determine the legal status of autonomous systems. It is only with a new enabling understanding of autonomy that the dream of Artificial Intelligence and Artificial Life can be realized. We argue that designing systems with genuine autonomy capabilities can be achieved by focusing on agent experiences of being rather than attempting to encode human experiences as symbolic knowledge and know-how in the artificial agents we build.

The Performance of Grant Maintained Schools in England: An Experiment in Autonomy.

ERIC Educational Resources Information Center

Levacic, Rosalind; Hardman, Jason

1999-01-01

Examines recruitment and examination performance of 327 British grant-maintained schools from 1991 to 1996, compared to 108 local education authority schools. The GM schools' apparently higher performance may be attributed to having fewer socially disadvantaged students and reducing this proportion over time. Implications are discussed. Contains…

The New Demography: Implications for the School Curriculum.

ERIC Educational Resources Information Center

Unks, Gerald

1984-01-01

It is time to free urban education from the standards of rural, agrarian America. Urban education must reflect modern family structures, utilize school buildings to a fuller extent, reflect more autonomy for schools in individual communities, and expand bilingual programs. In short, schools should become the new "settlement houses" for urban…

School Achievement at the Secondary Level: Influence of Parenting Style and Parent Involvement in Schooling.

ERIC Educational Resources Information Center

Deslandes, R.; Royer, E.; Turcotte, D.; Bertrand, R.

1997-01-01

Studies the influence of parenting style and parental involvement in schooling on academic achievement at the secondary level. Finds that parental acceptance, affective support, supervision, and granting psychological autonomy contributed to school achievement. Indicates that parents retain substantial influence over their adolescent's school…

Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

PubMed

Standage, Martyn; Gillison, Fiona B; Ntoumanis, Nikos; Treasure, Darren C

2012-02-01

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders

ERIC Educational Resources Information Center

Keddie, Amanda

2016-01-01

This paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that…

Becoming Unionized in a Charter School: Teacher Experiences and the Promise of Choice

ERIC Educational Resources Information Center

Montaño, Elizabeth

2015-01-01

When California legislators passed the California Charter School Act of 1992, it allowed parents the choice of sending their children to public charter schools, places where teachers would have more autonomy and where schools faced exemptions from state education codes and from collective bargaining contracts. Hope Charter School (a pseudonym;…

Curriculum Reform with a School-Based Approach: Intellectual, Structural and Cultural Challenges

ERIC Educational Resources Information Center

Lee, Theodore; Cheng, Yin Cheong; Ko, James

2018-01-01

Curriculum reform with a school-based approach is often assumed to offer schools and teachers autonomy at the site level, thus enabling them to develop a school-based curriculum and pedagogies to better fit the needs of students. Over the past decade, school-based curriculum development in Hong Kong has encountered issues that deserve worldwide…

Charter School Accountability in New York: Findings from a Three-Year Study of Charter School Authorizers. Charter School Research Project.

ERIC Educational Resources Information Center

Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi; Wamba, Nathalis

New York State currently has three charter school authorizing agencies. Until now, their oversight has focused on performance based, contractual, and regulatory accountability. An emerging literature suggests that authorizers are reluctant to actualize the accountability/autonomy exchange by closing schools for failure to meet performance targets.…

Will Choice Hurt? Compared to What? A School Choice Experiment in Estonia

ERIC Educational Resources Information Center

Põder, Kaire; Lauri, Triin

2014-01-01

This article presents the empirical analysis of the effects of a school choice policy in Estonia. The article shows that relying on markets and giving autonomy to the schools over student selection will produce admission tests, even at the elementary school level. This article's contribution is to show that a school choice policy experiment with…

Teaching in Chapter 1 Schools: Public School Teachers' Perceptions of Resources, Discipline, and Support. Chapter 1 Data from the Schools and Staffing Survey.

ERIC Educational Resources Information Center

Anderson, Judith I.; And Others

A study was done of teachers' perceptions of support, resources, empowerment, autonomy, and discipline problems in Chapter 1 and non-Chapter 1 schools. The study used data from the Schools and Staffing Survey. Overall, most teachers in elementary schools, middle schools, junior high schools, and senior high schools with Chapter 1 programs agree…

Trajectories of autonomy development across the adolescent transition in children with spina bifida.

PubMed

Friedman, Deborah; Holmbeck, Grayson N; DeLucia, Christian; Jandasek, Barbara; Zebracki, Kathy

2009-02-01

The current study investigated individual growth in autonomy development across the adolescent transition, comparing the trajectories of children with and without spina bifida. Individual growth curve modeling procedures were utilized to describe the developmental course of autonomy across four waves of data collection, from ages 9 to 15, and to test whether illness status [spina bifida vs. matched comparison group (N = 68 for both groups at Time 1)] would significantly predict individual variability in autonomy development. Potential moderators [child gender, SES, and Peabody Picture Vocabulary Test (PPVT) score] of the association between illness status and autonomy development were also examined. Children with spina bifida demonstrated distinct developmental trajectories, though the nature of the group differences varied by type of autonomy development (emotional vs. behavioral), context (i.e. school vs. family), and reporter. Significant interactions with PPVT score and child gender were found. Overall, children with spina bifida show considerable developmental resiliency, but may lag behind their peers in specific areas of autonomy. Boys with spina bifida, and children with spina bifida who have lower than average levels of verbal intelligence, appear to be at greater risk for exhibiting delays in autonomy development.

The Influence of Education and Depression on Autonomy of Women with Chronic Pelvic Pain: A Cross-sectional Study.

PubMed

Barbosa, Hermes de Freitas; Nogueira, Antonio Alberto; e Silva, Júlio César Rosa; Poli Neto, Omero Benedicto; dos Reis, Francisco José Candido

2016-01-01

Patient autonomy has great importance for a valid informed consent in clinical practice. Our objectives were to quantify the domains of patient autonomy and to evaluate the variables that can affect patient autonomy in women with chronic pelvic pain. This study is a cross sectional survey performed in a tertiary care University Hospital. Fifty-two consecutive women scheduled for laparoscopic management of chronic pelvic were included. Three major components of autonomy (competence, information or freedom) were evaluated using a Likert scale with 24 validated affirmatives. Competence scores (0.85 vs 0.92; p = 0.006) and information scores (0.90 vs 0.93; p = 0.02) were low for women with less than eight years of school attendance. Information scores were low in the presence of anxiety (0.91 vs 0.93; p = 0.05) or depression (0.90 vs 0.93; p = 0.01). Our data show that systematic evaluation of patient autonomy can provide clinical relevant information in gynecology. Low educational level, anxiety and depression might reduce the patient autonomy in women with chronic pelvic pain.

The Enlightenments of Educational Ideas of Ancient Academy on Modern Higher Education

ERIC Educational Resources Information Center

Huang, Xia; Shen, Xi

2013-01-01

The ancient academy in China demonstrated some unique educational values, such as the school-running idea of independence and autonomy and the governance by famous experts, the instruction idea of being free and open and focusing on academy and morality cultivation, and the management concept of mind-oriented administration and student autonomy.…

Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs

ERIC Educational Resources Information Center

Kenny, Maureen E.; Walsh-Blair, Lynn Y.; Blustein, David L.; Bempechat, Janine; Seltzer, Joanne

2010-01-01

Drawing upon expectancy value, hope, and self-determination theories, this study explores the contributions of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Two hundred and one urban high school students who were enrolled in a work-based learning program completed measures of work hope, autonomy…

Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values

ERIC Educational Resources Information Center

Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

2011-01-01

Background: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. Aims: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified…

Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

ERIC Educational Resources Information Center

Froiland, John Mark

2011-01-01

In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…

"Free in Time, Not Free in Mind": First-Year University Students Becoming More Independent

ERIC Educational Resources Information Center

Ding, Feng

2017-01-01

In school-to-university transition literature, autonomy has been implied or explicitly explained as an important factor to predict the persistence and engagement of students in higher education; however, little qualitative research addresses students' transition in relation to autonomy, what these students have to go through in terms of becoming…

Feeling Angry and Acting Angry: Different Effects of Autonomy-Connectedness in Boys and Girls

ERIC Educational Resources Information Center

Karreman, Annemiek; Bekker, Marrie H. J.

2012-01-01

This study examined effects of the autonomy-connectedness components sensitivity to others, self-awareness and capacity for managing new situations on anger experience versus anger expression in adolescent boys and girls. One hundred thirty-one high school students were randomly assigned to an anger-inducing or neutral condition using the Dictator…

The Role of Maternal Support of Competence, Autonomy and Relatedness in Children's Interests and Mastery Orientation

ERIC Educational Resources Information Center

Aunola, Kaisa; Viljaranta, Jaana; Lehtinen, Erno; Nurmi, Jari-Erik

2013-01-01

The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year…

A Magic Dwells in Each Beginning? Contextual Effects of Autonomy Support on Students' Intrinsic Motivation in Unfamiliar Situations

ERIC Educational Resources Information Center

Thomas, Almut E.; Mueller, Florian H.

2017-01-01

In school classes students influence each other at conscious and subconscious levels and therefore, students' shared perceptions are considered meaningful for the development of the individual student. This article identified situations where students' class-average perceptions of autonomy support add to the predictive validity of students'…

Do Children's Executive Functions Account for Associations between Early Autonomy-Supportive Parenting and Achievement through High School?

ERIC Educational Resources Information Center

Bindman, Samantha W.; Pomerantz, Eva M.; Roisman, Glenn I.

2015-01-01

This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N…

Changes in quality of life and psychological need satisfaction following the transition to secondary school.

PubMed

Gillison, Fiona; Standage, Martyn; Skevington, Suzanne

2008-03-01

Quality of life (QoL) is an important area for research during adolescence, due to its associations with (1) physical and mental health and (2) the emergence of health risk behaviours. A time that poses a particular threat to QoL is the transition from primary to secondary school. This study aimed to investigate changes in QoL immediately following the transition to secondary school. Using Self-Determination Theory (SDT) as a conceptual foundation, the relationship between QoL and satisfaction of the three basic psychological needs advanced by SDT (autonomy, competence and relatedness) was explored. The sample comprised 63 Year 7 students (age 11-12 years) attending a UK coeducational secondary school. Data were collected using self-report questionnaires on three occasions over 10 weeks, starting on the second week of term. Change in need satisfaction was used to predict change in QoL, and the possible reciprocal relationship explored using regression analysis. A meaningful improvement in QoL was recorded for 21% of students. Improvements in QoL were predicted by satisfaction of the needs for autonomy and relatedness, but not by competence, explaining 36% of the variance. QoL showed a weaker, but reciprocal effect on need satisfaction. The findings suggest that support for the needs for autonomy and relatedness would provide the most likely route to the enhancement of student QoL over the transition to senior school.

School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

ERIC Educational Resources Information Center

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

2010-01-01

The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal…

Joining the Dots: The Challenge of Creating Coherent School Improvement

ERIC Educational Resources Information Center

Robinson, Viviane; Bendikson, Linda; McNaughton, Stuart; Wilson, Aaron; Zhu, Tong

2017-01-01

Background/Context: Sustained school improvement requires adequate organizational and instructional coherence, yet, in typical high schools, subject department organization, norms of teacher professional autonomy, and involvement in multiple initiatives present powerful obstacles to forging a coherent approach to improvement. This study examines…

Denver Expands Choice and Charters

ERIC Educational Resources Information Center

Osborne, David

2016-01-01

Some of the most dramatic gains in urban education have come from school districts using what is known as a "portfolio strategy." Under this approach, districts negotiate performance agreements with public schools--traditional, charter, and hybrid models. The arrangement affords school leaders substantial autonomy to handcraft their…

Successful High School, Successful Enterprise: Learning from Industry.

ERIC Educational Resources Information Center

Arons, Elizabeth L.; Papadales, Basil S.

1986-01-01

Some relationships between high schools and their parent districts are similar to those between individual business enterprises and their parent companies. This article reviews several factors enhancing the success of these relationships in business and draws implications for high school organization. Leadership, organizational autonomy, and…

Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom

PubMed Central

Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Le; Liu, Ying; Zhen, Rui

2017-01-01

Previous studies have highlighted the impacts of environmental factors (teacher’s autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher’s autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher’s autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher’s autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher’s autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students’ engagement in math. PMID:28690560

Teacher's Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom.

PubMed

Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Le; Liu, Ying; Zhen, Rui

2017-01-01

Previous studies have highlighted the impacts of environmental factors (teacher's autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher's autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher's autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher's autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher's autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students' engagement in math.

Emerging School Sport Development Policy, Practice and Governance in England: Big Society, Autonomy and Decentralisation

ERIC Educational Resources Information Center

Mackintosh, Chris; Liddle, Joyce

2015-01-01

International interest in developing mass sports participation through systems of school and community sports development has become a growing field of public leisure policy interest. This research paper considers the policy change from School Sport Partnerships to the new 2012 School Games model of networked partnerships to establish…

Redesigning the Role of Deputy Heads in Norwegian Schools--Tensions between Control and Autonomy?

ERIC Educational Resources Information Center

Abrahamsen, Hedvig

2018-01-01

A substantial body of research emphasises school leadership as a major influence on quality improvement in schools. Although numerous studies have identified the importance of the principal, fewer studies have examined the middle management level within schools, the deputy heads and assistant principals. Influenced by international trends, local…

Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools

ERIC Educational Resources Information Center

Fitzmaurice, Stephen

2017-01-01

Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic…

Influences on Authoritarian and Educational/Therapeutic Approaches to School Violence Prevention

ERIC Educational Resources Information Center

Nickerson, Amanda B.; Spears, William H.

2007-01-01

This study examined the use of two philosophical approaches to school violence prevention and the factors that influence the use of specific strategies. School policies, programs, and discipline strategies assessed by the School Survey of Crime and Safety (SSOCS) were categorized as authoritarian (i.e., restrict student autonomy through punitive…

Academies 2: The New Batch. CEP Discussion Paper No. 1370

ERIC Educational Resources Information Center

Eyles, Andrew; Machin, Stephen; Silva, Olmo

2015-01-01

The English education system has undergone a large restructuring programme through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessor schools they replace. Two distinct time periods of academy school introduction…

Exploratory and confirmatory factor analysis of the Adolescent Motivation to Cook Questionnaire: A Self-Determination Theory instrument.

PubMed

Miketinas, Derek; Cater, Melissa; Bailey, Ariana; Craft, Brittany; Tuuri, Georgianna

2016-10-01

Increasing adolescents' motivation and competence to cook may improve diet quality and reduce the risk for obesity and chronic diseases. The objective of this study was to develop an instrument to measure adolescents' intrinsic motivation to prepare healthy foods and the four psychological needs that facilitate motivation identified by the Self Determination Theory (SDT). Five hundred ninety-three high school students (62.7% female) were recruited to complete the survey. Participants indicated to what extent they agreed or disagreed with 25 statements pertaining to intrinsic motivation and perceived competence to cook, and their perceived autonomy support, autonomy, and relatedness to teachers and classmates. Data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and internal consistency reliability. EFA returned a five-factor structure explaining 65.3% of the variance; and CFA revealed that the best model fit was a five-factor structure (χ2 = 524.97 (265); Comparative Fit Index = 0.93; RMSEA = 0.056; and SRMR = 0.04). The sub-scales showed good internal consistency (Intrinsic Motivation: α = 0.94; Perceived Competence: α = 0.92; Autonomy Support: α = 0.94; Relatedness: α = 0.90; and Autonomy: α = 0.85). These results support the application of the Adolescent Motivation to Cook Questionnaire to measure adolescents' motivation and perceived competence to cook, autonomy support by their instructor, autonomy in the classroom, and relatedness to peers. Further studies are needed to investigate whether this instrument can measure change in cooking intervention programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

"Unwalling" the Classroom: Teacher Reaction and Adaptation

ERIC Educational Resources Information Center

Deed, Craig; Lesko, Thomas

2015-01-01

Modern open school architecture abstractly expresses ideas about choice, flexibility and autonomy. While open spaces express and authorise different teaching practice, these versions of school and classrooms present challenges to teaching routines and practice. This paper examines how teachers adapt as they move into new school buildings designed…

An Echo, Not a Choice.

ERIC Educational Resources Information Center

Dewey, Douglas D.

1996-01-01

Discusses why government school vouchers actually represent a setback to school reform and only contribute to diminishing school autonomy and distinctiveness. Argues use of a privately funded voucher system or precollege scholarship approach as feasible alternatives for educating low-income children. Alternatives include the need for tax relief,…

Social Services in American High Schools.

ERIC Educational Resources Information Center

Farrar, Eleanor; Hampel, Robert L.

1987-01-01

School social services may seem highly bureaucratic, with staff members filling narrowly defined roles. In practice, the delivery of social services to high school students faced with pregnancy, alcoholism, divorce, suicide, and other problems is exceedingly informal. Considerable discretion and autonomy are needed to serve students with problems…

Parental Autonomy Support in Two Cultures: The Moderating Effects of Adolescents' Self-Construals.

PubMed

Marbell-Pierre, Kristine N; Grolnick, Wendy S; Stewart, Andrew L; Raftery-Helmer, Jacquelyn N

2017-10-23

Parental autonomy support has been related to positive adolescent outcomes, however, its relation to outcomes in collectivist cultural groups is unclear. This study examined relations of specific autonomy supportive behaviors and outcomes among 401 adolescents (M age  = 12.87) from the United States (N = 245) and collectivist-oriented Ghana (N = 156). It also examined whether adolescents' self-construals moderated the relations of specific types of autonomy support with outcomes. Factor analyses indicated two types of autonomy support: perspective taking/open exchange and allowance of decision making/choice. In both countries, perspective taking/open exchange predicted positive outcomes, but decision making/choice only did so in the United States. With regard to moderation, the more independent adolescents' self-construals, the stronger the relations of decision making/choice to parental controllingness and school engagement. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

A Strategy for Chapter I Planning and Evaluation in School-Based vs. District-Based Projects: Spinoffs from the School Effectiveness Research.

ERIC Educational Resources Information Center

Slaughter, Helen B.; And Others

Although many large districts have centrally organized their Chapter 1 (Education Consolidation and Improvement Act) compensatory programs at the district and project levels, elementary school improvement efforts are strongly tied to local school autonomy and principal leadership. This paper analyzes the Tucson (Arizona) Unified School District's…

Doing the Basics Better in Africa: How School Support, Autonomy, and Accountability Improved Outcomes for Girls in PEAS Schools

ERIC Educational Resources Information Center

Hills, Libby

2017-01-01

Promoting Equality in African Schools (PEAS) seeks to expand access to sustainably delivered, quality secondary education in Africa. PEAS builds and runs chains of not-for-profit, low-cost private schools in public-private partnership with governments. External evaluation data show that PEAS schools in Uganda are delivering higher quality…

Bang for the Buck: Autonomy and Charter School Efficiency in Milwaukee

ERIC Educational Resources Information Center

Flanders, Will

2017-01-01

Charter schools are a relatively new phenomenon in American education. Since the first charter school opened in Minnesota in 1991, they have expanded to 42 states and represent 6.2% of all public schools in the country. This growth has been attributed to a number of factors, chief among them evidence that charter schools can improve performance…

Professional Development that Defies the Formal Construct of Teacher Learning: A Charter School's Commencement

ERIC Educational Resources Information Center

Oliver, Rollia Mandrell

2012-01-01

In August 2006, in accordance with a recently passed charter school law, a Mid-Atlantic school district opened its first public charter schools. The charter schools' staff had opportunities to exercise autonomy over their instruction and had very little in-service training. This study examined what seven teachers at a newly created charter school…

Antecedents of Chinese Parents' Autonomy Support and Psychological Control: The Interplay between Parents' Self-Development Socialization Goals and Adolescents' School Performance

ERIC Educational Resources Information Center

Wang, Qian; Chan, Hoi-Wing; Lin, Li

2012-01-01

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents'…

Differences in Life Satisfaction and School Satisfaction among Adolescents from Three Nations: The Role of Perceived Autonomy Support

ERIC Educational Resources Information Center

Ferguson, Yuna L.; Kasser, Tim; Jahng, Seungmin

2011-01-01

Past research shows that higher well-being is reported by adolescents who live in individualistic rather than collectivistic nations. Such cross-national differences may be due to the amount of autonomy support adolescents receive from authority figures. To examine this hypothesis, in the current study, 322 adolescents from Denmark, South Korea,…

Multigenre Writing: A Ventana on the Possibility of Activating Voice and Increasing Self-Efficacy and Motivation in a High School Classroom

ERIC Educational Resources Information Center

Mungons, Renee L.

2012-01-01

Multigenre writing is defined as a collection of pieces written in a variety of genres but centered on one topic. It is distinctively different from traditional research writing in that the writer has autonomy to select a topic of interest, determine which genres will best express the information and make decisions throughout the writing process.…

Women's Autonomy and Its Correlates in Western Nepal: A Demographic Study.

PubMed

Bhandari, Tulsi Ram; Kutty, V Raman; Ravindran, T K Sundari

2016-01-01

Despite various efforts for enhancing women's autonomy in developing countries, many women are deprived of their capacity in decision-making on their household affairs as well as social issues. This paper aimed to examine women's autonomy and its associated factors in the Kapilvastu district of Nepal. We measured women's autonomy using a recently developed women's autonomy measurement scale from June to October 2014. Descriptive statistics, chi-square test and logistic multivariate modeling technique were applied for assessing the association of demographic and socio-economic characteristics of women and their autonomy. Mean score for women's autonomy was 23.34 ± 8.06 out of the possible maximum 48. It was found to be positively associated with higher age difference at marriage, advantaged caste/ethnicity, better employment for the husband, couple's education more than 10 years schooling, and higher economic status of the household. We found strong direct effect of women's education (OR = 8.14, CI = 3.77-17.57), husband's education (OR = 2.63, CI = 1.69-4.10) and economic status of household (OR = 1.42, CI = 1.01-2.03) on women's autonomy. When we adjusted women's education for husband's education, the odds ratio decreased by around 22% {from (OR = 8.14, CI = 3.77-17.57) to (OR = 6.32, CI = 2.77-14.46)} and was a mediator effect. The economic status of household also had mediator effect on women's autonomy through their education. Education status of women is a key predictor of women's autonomy in Kapilvastu district. Husband's education and economic status of the household are other important predictors of women's autonomy which have a mediator effect on women's autonomy. Improving educational status and economic conditions of both women and their husbands may be the best solution to promote women's autonomy.

Parental involvement in homework: relations with parent and student achievement-related motivational beliefs and achievement.

PubMed

Gonida, Eleftheria N; Cortina, Kai S

2014-09-01

Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. © 2014 The British Psychological Society.

Financing Schools: Evolving Patterns of Autonomy and Control

ERIC Educational Resources Information Center

Levacic, Rosalind

2008-01-01

The article tracks the evolution of the English school finance system from 1988 to 2007. Three main periods are distinguished: Establishing Local Management of Schools (1988-1997); New Labour and Consolidation (1997-2002); and Centralizing Labour (2002-2007). Three key criteria are applied in assessing the system--efficiency, equity and…

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

2015-01-01

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

Adolescents' Perceptions of Middle School: Relation to Longitudinal Changes in Academic and Psychological Adjustment.

ERIC Educational Resources Information Center

Roeser, Robert W.; Eccles, Jacquelynne S.

1998-01-01

Studied relationships between adolescents' perceptions of their middle school (school goal structures, autonomy provisions, positive teacher regard) and changes in academic motivation, achievement, and psychological adjustment. Found perceptions to be important predictors; for example, perception of positive teacher regard and an emphasis on…

The Role of Self-Efficacy and Autonomy Support in School Psychologists' Use of ABA

ERIC Educational Resources Information Center

Runyon, Katie; Stevens, Tara; Roberts, Brook; Whittaker, Richelle; Clark, Ashley; Chapman, Christy K.; Boggs-Lopez, Misty

2018-01-01

The most recent version of the Individuals with Disabilities Education Improvement Act (IDEIA) emphasizes research-based intervention in the school setting. Administrators expect school psychologists to lead initiatives introducing interventions and techniques derived from scientific approaches, such as applied behavior analysis (ABA). However, in…

Professionalizing School Governance: The Disciplinary Effects of School Autonomy and Inspection on the Changing Role of School Governors

ERIC Educational Resources Information Center

Wilkins, Andrew

2015-01-01

Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of "good governance" (an appeal to professional standards, technical expertise, and performance evaluation…

Chartering Turnaround: Leveraging Public Charter School Autonomy to Address Failure

ERIC Educational Resources Information Center

Corbett, Julie

2015-01-01

Persistently low-achieving public schools around the country have received $5.8 billion from the federal School Improvement Grant (SIG) program, in addition to districts and state funds, and other supplementary federal funds. Despite all of these sources of funding, most of the schools receiving them have failed to make a dramatic difference in…

Restrictive and Supportive Parenting: Effects on Children's School Affect and Emotional Responses

ERIC Educational Resources Information Center

Annear, Karen D.; Yates, Gregory C. R.

2010-01-01

In this project upper primary school students were surveyed about their general liking for school, and reasons for going to school. Their parents were asked to respond on a questionnaire indicating their restrictiveness and also support for their child's autonomy. Data were collected from 92 middle SES two-parent families and analysed using…

The Developmental Directions and Tasks of the School Based Curriculum Management System in Korea

ERIC Educational Resources Information Center

Kim, Soon Nam

2005-01-01

The purpose of this paper is to inquire into the developmental directions and tasks of the School Based Curriculum Management (SBCM) system. The concept of the School Based Curriculum Management can be considered as a subsystem to School Based Management. The logics behind the SBCM system are autonomy, accountability, effectiveness, creativity,…

Encouraging Districts and Charters to Link Arms to Solve Problems

ERIC Educational Resources Information Center

Lake, Robin J.

2017-01-01

Charter schools and school districts have been at odds since the first charter school law passed in 1991. Districts resent the competition and subsequent funding loss for traditional schools. Charters resent the lack of access to facilities and other resources and attempts to infringe on their autonomy. Yet a fast-growing number of school…

School Autonomy as "The Way of the Future": Issues of Equity, Public Purpose and Moral Leadership

ERIC Educational Resources Information Center

Keddie, Amanda

2016-01-01

This paper presents interview data from research conducted in two public high schools in the state of Queensland, Australia. The research was concerned with exploring issues of equity and diversity. Both schools had recently converted to "independent" status within a new state policy reform--the Independent Public Schools initiative.…

Teacher Morale: What Builds It, What Kills It.

ERIC Educational Resources Information Center

Brodinsky, Ben

1984-01-01

Results of an American Association of School Administrators study indicate that professional autonomy, daily recognition, and involvement in decision making help build teacher morale. Suggestions for strengthening morale in the school environment and improving productivity are offerend. (DF)

Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.

PubMed

Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Sheldon, Kennon M; Deci, Edward L

2004-08-01

Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps <.001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

In the Quest to Improve Schools, Have Teachers Been Stripped of Their Autonomy?

ERIC Educational Resources Information Center

Boser, Ulrich; Hanna, Robert

2014-01-01

Over the past few years, there has been an ever-growing chorus of those who grumble that teachers are unhappy with their lack of control and freedom and have grown to deeply dislike their jobs. This article asks if teachers really lack autonomy and freedom, and wonders if as a nation, whether or not we have reached the right balance of…

Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners' Voices

ERIC Educational Resources Information Center

Lamb, Terry Eric

2011-01-01

Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a…

The teacher benefits from giving autonomy support during physical education instruction.

PubMed

Cheon, Sung Hyeon; Reeve, Johnmarshall; Yu, Tae Ho; Jang, Hue Ryen

2014-08-01

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Positive school climate is associated with lower body mass index percentile among urban preadolescents.

PubMed

Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-08-01

Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond health policies and education that may have implications for student health outcomes. The purpose of this study is to examine the association of school climate with body mass index (BMI) among urban preadolescents. Health surveys and physical measures were collected among fifth- and sixth-grade students from 12 randomly selected public schools in a small New England city. School climate surveys were completed district-wide by students and teachers. Hierarchical linear modeling was used to test the association between students' BMI and schools' climate scores. After controlling for potentially confounding individual-level characteristics, a 1-unit increase in school climate score (indicating more positive climate) was associated with a 7-point decrease in students' BMI percentile. Positive school climate is associated with lower student BMI percentile. More research is needed to understand the mechanisms behind this relationship and to explore whether interventions promoting positive school climate can effectively prevent and/or reduce obesity. © 2014, American School Health Association.

The "City of Firsts" Charts a New Path on Turnaround. Linking State and Local School Improvement

ERIC Educational Resources Information Center

Jochim, Ashley; Opalka, Alice

2017-01-01

In 2014, the Springfield Public School district in Massachusetts had tried just about every strategy in the turnaround playbook to improve a set of struggling middle schools, but these efforts failed to generate the desired improvement. In 2015, drawing inspiration from national efforts to infuse schools with enhanced autonomy and accountability,…

From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways from Parenting to Post High School Enrollment

ERIC Educational Resources Information Center

Hill, Nancy E.; Wang, Ming-Te

2015-01-01

Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point…

Principal Self-Government and Subjectification: The Exercise of Principal Autonomy in the Western Australian Independent Public Schools Programme

ERIC Educational Resources Information Center

Gobby, Brad

2013-01-01

The launch of the Independent Public Schools (IPS) programme in Western Australia (WA) in 2010 reflects the neoliberal policy discourse of decentralisation and school self-management sweeping across many of the world's education systems. IPS provides WA state school principals with decision-making authority in a range of areas, including the…

The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under

ERIC Educational Resources Information Center

Donnelly, Kevin

2015-01-01

In this article, I chronicle the recent history of efforts to broaden school choice in the Commonwealth of Australia and the opposition to these efforts put forth by Australia's largest teacher union, the Australian Education Union (AEU). Evidence is presented on the positive effects that flow from the public funding of nongovernment schools and…

Inside Charter Schools: Unlocking Doors to Student Success

ERIC Educational Resources Information Center

Gross, Betheny

2011-01-01

As the charter movement matures and plays a growing role in education reform, educators need to know about the organizational dynamics autonomy creates, the people who end up working in autonomous schools, and the academic programs they choose to employ. That information is critical to helping the charter school sector grow and mature effectively,…

An Experiment in Autonomy: Secondary School Television Use in Two Coastal Georgia Schools.

ERIC Educational Resources Information Center

Haugh, Rita; Neubert, Nancy Malecek

Two high schools in the coastal Georgia area, serviced by a local television broadcasting station, participated in a pilot study for the Regional Instructional Television Project initiated by the Georgia State Board of Education. The Project's overall objective was to overcome two barriers to effective instructional television use in…

Faith in Schools? Autonomy, Citizenship, and Religious Education in the Liberal State

ERIC Educational Resources Information Center

MacMullen, Ian

2007-01-01

Should a liberal democratic state permit religious schools? Should it fund them? What principles should govern these decisions in a society marked by religious and cultural pluralism? In "Faith in Schools?", Ian MacMullen tackles these important questions through both political and educational theory, and he reaches some surprising and provocative…

School Choice and the Pressure To Perform: Deja Vu for Children with Disabilities?

ERIC Educational Resources Information Center

Howe, Kenneth R.; Welner, Kevin G.

2002-01-01

This article examines the tension between the principles underlying the inclusion of students with disabilities and those underlying school choice, particularly market competition and parental autonomy. It examines findings from five states and a case study of a school-choice system that indicate the exclusion of students with disabilities.…

The Place of Autonomy in School Community: Taking a Closer Look at Teacher Collaboration

ERIC Educational Resources Information Center

Gates, Gordon S.; Watkins, Millie

2010-01-01

Teachers hold the key to school reform. Professional learning communities--as well as other related strategies, including collaborative and distributive models of leadership--offer much that is promising. Yet, weaknesses documented in research require attention. We conducted a study of teachers in two elementary schools identified as exemplary…

How Home Gets to School: Parental Control Strategies Predict Children's School Readiness

ERIC Educational Resources Information Center

Walker, Aimee Kleisner; MacPhee, David

2011-01-01

At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…

Organizational Commitment of Teachers in Urban Schools: Examining the Effects of Team Structures

ERIC Educational Resources Information Center

Dee, Jay R.; Henkin, Alan B.; Singleton, Carole A.

2006-01-01

This study examines the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district. The study model focuses on organizational commitment and includes three intervening, endogenous variables: teacher empowerment, school communication, and work autonomy. Team teaching had both direct and…

Creating Communities of Learning: Public Education in Greater Boston.

ERIC Educational Resources Information Center

Portz, John

This paper asserts that central to the debate over excellence and equity in education is the shifting nature of authority over public education in the schools and school districts of Greater Boston, Massachusetts, noting that the autonomy that local school districts have historically exercised is fading, if not gone. The 1993 Massachusetts…

The Role of Charter Restarts in School Reform: Honoring Our Commitments to Students and Public Accountability

ERIC Educational Resources Information Center

Doyle, Daniela; Field, Tim

2013-01-01

Charter school boards enter into a critical bargain: autonomy for accountability. Compared with their traditional district counterparts, they operate with relative freedom in curriculum, hiring, budgeting, and other operational decisions. In exchange, they are held accountable for student performance in ways that traditional district schools are…

Family Life and School Life: A Necessary Partnership for Children. Spotlight: Montessori Potpourri.

ERIC Educational Resources Information Center

Loeffler, Margaret Howard

2001-01-01

Discusses five Montessori insights about children's development as they relate to family and school life: independence and autonomy, community and socialization, interest in culture and morality, preadolescents' apprenticeship for adulthood, and adult acceptance of the evidence of change. Notes that underlying dynamics of home and school are alike…

Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers.

PubMed

Quested, Eleanor; Duda, Joan L

2011-03-01

Limited research has considered the social-environmental and motivational processes predictive of self evaluations and body-related concerns. Evidence suggests that low self-esteem, poor body evaluations, and associated anxieties are particularly prevalent among the student dance population. Grounded in self-determination theory (SDT), this study examined the relationships among perceptions of autonomy support, motivation regulations, and self-evaluations of body-related concerns in the context of vocational dance. Three hundred and ninety-two dancers completed questionnaires regarding their perceptions of autonomy support in their dance school, reasons for engaging in dance, self-esteem, social physique anxiety (SPA), and body dissatisfaction. Structural equation modeling analyses revealed that perceived autonomy support predicted intrinsic motivation (+) and amotivation (-). Extrinsic regulation positively predicted SPA. Amotivation mediated the associations between perceptions of autonomy support and dancers' self-esteem, SPA, and body dissatisfaction. The utility of SDT in understanding predictors of self-worth, physical evaluations, and associated concerns was supported. Moreover, this study provides preliminary evidence supporting the applicability of SDT in dance contexts.

Students' Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis.

PubMed

Jaakkola, Timo; Wang, C K John; Soini, Markus; Liukkonen, Jarmo

2015-09-01

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various motivational climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of motivational climate create differential levels of enjoyment in PE classes.

Student Perceptions of Instructional Choices in Middle School Physical Education

ERIC Educational Resources Information Center

Agbuga, Bulent; Xiang, Ping; McBride, Ron E.; Su, Xiaoxia

2016-01-01

Purpose: Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education. Methods: Participants consisted of 246…

Moral Development, Ego Autonomy and Questions of Practicality in the Critical Theory of Schooling.

ERIC Educational Resources Information Center

Young, R. E.

1988-01-01

This article summarizes Habermas' critical theory of education, examines relevant features of the development of children's capacity to enter into rational argumentation, and examines the significance of this development for a critical theory of schooling. (IAH)

Positive School Climate Is Associated With Lower Body Mass Index Percentile Among Urban Preadolescents

PubMed Central

Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R.

2015-01-01

BACKGROUND Schools are an important environmental context in children’s lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond health policies and education that may have implications for student health outcomes. The purpose of this study is to examine the association of school climate with body mass index (BMI) among urban preadolescents. METHODS Health surveys and physical measures were collected among fifth- and sixth-grade students from 12 randomly selected public schools in a small New England city. School climate surveys were completed district-wide by students and teachers. Hierarchical linear modeling was used to test the association between students’ BMI and schools’ climate scores. RESULTS After controlling for potentially confounding individual-level characteristics, a 1-unit increase in school climate score (indicating more positive climate) was associated with a 7-point decrease in students’ BMI percentile. CONCLUSIONS Positive school climate is associated with lower student BMI percentile. More research is needed to understand the mechanisms behind this relationship and to explore whether interventions promoting positive school climate can effectively prevent and/or reduce obesity. PMID:25040118

Why Do Policy Leaders Adopt Global Education Reforms? A Political Analysis of SBM Reform Adoption in Post-Conflict Bosnia and Herzegovina

ERIC Educational Resources Information Center

Komatsu, Taro

2013-01-01

This paper presents a political analysis of school-based management reform in Bosnia and Herzegovina (BiH). School-based management (SBM), based on the principle of school autonomy and community participation, is a school governance system introduced in many parts of the world, including post-conflict nations. Such a phenomenon seems to follow the…

Parent and Peer Links to Trajectories of Anxious Withdrawal From Grades 5 to 8

PubMed Central

Booth-LaForce, Cathryn; Oh, Wonjung; Kennedy, Amy E.; Rubin, Kenneth H.; Rose-Krasnor, Linda; Laursen, Brett

2013-01-01

Individual differences in trajectories of anxious withdrawal were examined from Grades 5 to 8 across the transition to middle school in a community sample (N = 283), using General Growth Mixture Modeling. Three distinct pathways of anxious withdrawal were identified: low-stable (78%), high-decreasing (12%), and high-increasing (10%). In Grade 6, relative to the low-stable class, greater peer exclusion and more free time spent with mother predicted membership in the high-decreasing class; higher peer exclusion predicted membership in the high-increasing class. Within the high-increasing class, the growth of anxious withdrawal was predicted by lower parental autonomy-granting, less free time with mother, both nurturing and restrictive parenting, and greater peer exclusion. Results highlight the role of both parent–child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition. PMID:22417188

Women’s Autonomy and Its Correlates in Western Nepal: A Demographic Study

PubMed Central

Bhandari, Tulsi Ram; Kutty, V. Raman; Ravindran, T. K. Sundari

2016-01-01

Despite various efforts for enhancing women’s autonomy in developing countries, many women are deprived of their capacity in decision-making on their household affairs as well as social issues. This paper aimed to examine women’s autonomy and its associated factors in the Kapilvastu district of Nepal. We measured women’s autonomy using a recently developed women’s autonomy measurement scale from June to October 2014. Descriptive statistics, chi-square test and logistic multivariate modeling technique were applied for assessing the association of demographic and socio-economic characteristics of women and their autonomy. Mean score for women’s autonomy was 23.34± 8.06 out of the possible maximum 48. It was found to be positively associated with higher age difference at marriage, advantaged caste/ethnicity, better employment for the husband, couple’s education more than 10 years schooling, and higher economic status of the household. We found strong direct effect of women’s education (OR = 8.14, CI = 3.77–17.57), husband’s education (OR = 2.63, CI = 1.69–4.10) and economic status of household (OR = 1.42, CI = 1.01–2.03) on women’s autonomy. When we adjusted women’s education for husband’s education, the odds ratio decreased by around 22% {from (OR = 8.14, CI = 3.77–17.57) to (OR = 6.32, CI = 2.77–14.46)} and was a mediator effect. The economic status of household also had mediator effect on women’s autonomy through their education. Education status of women is a key predictor of women’s autonomy in Kapilvastu district. Husband’s education and economic status of the household are other important predictors of women’s autonomy which have a mediator effect on women’s autonomy. Improving educational status and economic conditions of both women and their husbands may be the best solution to promote women’s autonomy. PMID:26799217

Institutional Autonomy Revisited: Autonomy Justified and Accounted

ERIC Educational Resources Information Center

Moses, Ingrid

2007-01-01

Australian universities have enjoyed large-scale autonomy. In a society that increasingly regards university education from an instrumentalist point of view, universities' anxious safeguarding of their autonomy is widely seen as an attempt to evade accountability. Yet there has been an acceptance that a corollary to autonomy is accountability.…

A Self-Determination Theory Based Motivational Model on Intentions to Drop out of Vocational Schools in Vietnam

ERIC Educational Resources Information Center

Hang, Bui Thi Thuy; Kaur, Amrita; Nur, Abdul Hamid Busthami

2017-01-01

Purpose: Student motivation for positive academic outcome and persistence at school is significantly affected by personal and environmental factors. Anchored in self-determination theory, this study tested a motivational model which looked at how support in terms of perceived teacher autonomy and from school administration constituted the key…

The Impact of The Open-Space School Upon Teacher Influence and Autonomy: The Effects of an Organizational Innovation.

ERIC Educational Resources Information Center

Meyer, John; And Others

This study compares teachers in open-space and traditional schools with respect to variables including the teacher's sense of influence, job satisfaction, and attitude toward being evaluated by colleges. Questionnaires were administered to 110 teachers from nine open-space elementary schools and 120 teachers from eight traditional elementary…

Expanding the Evaluation Department Role in a Restructuring District: A Technical Assistance Model.

ERIC Educational Resources Information Center

Borton, William M.

Although San Diego City Schools is entering its fourth year of restructuring efforts, many schools are still reluctant to assume the autonomy offered to them. If school restructuring is stalling, it is because district offices have not yet restructured, research on what is known about implementing changes has been ignored, and no clear methodology…

What We Know and How We Know It: A Preliminary Study of Managerial Practices of High Schools in Shanghai.

ERIC Educational Resources Information Center

Pang, Nicholas Sun-Keung

The School Values Inventory (SVI) was used to examine teacher preferences concerning managerial practices of high schools in Shanghai. The SVI includes subscales of organizational values as formality, bureaucratic control, participation, collaboration, and teacher autonomy. When the 50-item instrument was administered to 980 teachers from 27…

Putting "The System" into a School Autonomy Reform: The Case of the Independent Public Schools Program

ERIC Educational Resources Information Center

Gobby, Brad

2016-01-01

The Australian Federal and state governments have been introducing neoliberal reforms to the governance of their education systems for a number of decades. One of the most recent programs of reform is the Western Australian Independent Public Schools (IPS) initiative. Similar to decentralizing reforms around the world, the IPS program seeks…

No Time to Manage? the Trade-off between Relevant Tasks and Actual Priorities of School Leaders in Germany

ERIC Educational Resources Information Center

Brauckmann, Stefan; Schwarz, Alexandra

2015-01-01

Purpose: School leadership is considered a central agent in the implementation of "New Governance" concepts which have been introduced in Germany by means of accountability measures, decentralization and a growth of autonomy and competition. With the adjustment of policies, rights and duties of school leaders have changed considerably.…

Decentralization and Participatory Decision-Making: Implementing School-Based Management in the Abbott Districts.

ERIC Educational Resources Information Center

Walker, Elaine M.

2000-01-01

This study examined issues faced during implementation of school-based management (SBM) in New Jersey's special needs or Abbott districts, using a literature review, surveys of K-12 schools, and focus groups with central office administrators. The study examined forms of SBM, team operations, local autonomy versus state power, skills required to…

The Curriculum in School External Evaluation Frameworks in Portugal and England

ERIC Educational Resources Information Center

Figueiredo, Carla; Leite, Carlinda; Fernandes, Preciosa

2016-01-01

The curriculum has been target of social and political demands due to its central role in school education and to the changes that occurred in education over the 20th century. The changes include more autonomy assigned to schools and teachers and the establishment of educational standards. These raised concerns that led European bodies to…

Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

PubMed

Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

2016-06-01

This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.

Unmet Core Needs for Self-Determination in HIV-infected Women of Color in Medical Care

PubMed Central

Quinlivan, E. B.; Messer, L. C.; Roytburd, K.; Blickman, A.

2017-01-01

The levels of satisfaction of the core self-determination needs (relatedness, autonomy, competence) among HIV-infected women of color as well as the association between need fulfillment and patient characteristics were examined. Having less than a high school education was associated with lowest need satisfaction: autonomy (β= −1.90; 95%CI= −3.20, −0.60), relatedness (β= −2.70; 95%CI= −4.30, −1.10), and competency (β= −2.50; 95%CI= −3.60, −1.30). Each additional point increase in affective symptoms of depression was associated with decrements in need satisfaction (−0.61 autonomy, −0.68 relatedness, −0.59 competency). Relatedness satisfaction was lower with higher responses on all three measures of violence (psychological abuse: β= −0.13, 95%CI= −0.19 to −0.07; adult traumatic experiences: β= −0.24, 95%CI= −0.35 to −0.13; childhood traumatic experiences: β= −0.24, 95%CI= −0.40 to −0.08). Interventions that address core self-determination needs, and the characteristics that influence them, may enhance the motivation for self-care of HIV-infected women. PMID:27733048

Unmet core needs for self-determination in HIV-infected women of color in medical care.

PubMed

Quinlivan, E B; Messer, L C; Roytburd, K; Blickman, A

2017-05-01

The levels of satisfaction of the core self-determination needs (relatedness, autonomy and competence) among HIV-infected women of color as well as the association between need fulfillment and patient characteristics were examined. Having less than a high-school education was associated with lowest need satisfaction: autonomy (β = -1.90; 95%CI = -3.20, -0.60), relatedness (β = -2.70; 95%CI = -4.30, -1.10) and competency (β = -2.50; 95%CI = -3.60, -1.30). Each additional point increase in affective symptoms of depression was associated with decrements in need satisfaction (-.61 autonomy, -.68 relatedness and -.59 competency). Relatedness satisfaction was lower with higher responses on all three measures of violence (psychological abuse: β = -0.13, 95%CI = -0.19 to -0.07; adult traumatic experiences: β = -0.24, 95%CI = -0.35 to -0.13 and childhood traumatic experiences: β = -0.24, 95%CI = -0.40 to -0.08). Interventions that address core self-determination needs, and the characteristics that influence them, may enhance the motivation for self-care of HIV-infected women.

The Lead Partner Playbook

ERIC Educational Resources Information Center

Kim, Ji Hea Jay

2012-01-01

Help Wanted: Innovative, strategic-thinking entrepreneurs to turn around groups of low-performing schools. Competitive benefits, including working in newly formed operating units with charter-like autonomy, access to district's back-office resources and buildings, $3.5 billion federal money, and opportunity to transform schools for hundreds of…

Collective Bargaining and the Principal.

ERIC Educational Resources Information Center

Johnson, Susan Moore

Collective bargaining contracts with teachers unions have reduced principals' autonomy but have still left them opportunities for effective administration of their schools. Interviews with 289 educators in six diverse school districts across the country show that contracts have limited principals' powers both from above, by centralizing labor…

Prince Edward Island's School Psychology Report

ERIC Educational Resources Information Center

Matters, Rhonda

2016-01-01

The Prince Edward Island (PEI) school system has been struggling with issues of recruitment and particularly retention for psychologists. Reasons include concerns about professional autonomy; having more limited roles, which are heavily assessment focused; reduced job satisfaction; and restrictions on additional private practice work. The waiting…

Predicting school adjustment from multiple perspectives on parental behaviors.

PubMed

Ratelle, Catherine F; Duchesne, Stéphane; Guay, Frédéric

2017-01-01

Past research supported the importance of parental autonomy support, involvement, and structure for student outcomes. The goal of this study was to test the contribution of these behaviors from mothers and fathers in predicting adolescents' adjustment in school using a multi-informant approach. A sample of 522 adolescents (233 boys, 389 girls), their mothers (n = 535), and fathers (n = 296) participated in the study. Results revealed that parents' self-evaluations explained additional variance in children's school adjustment, over and beyond the contribution of children's evaluation of their parents. Maternal reports on their positive behaviors (autonomy support, involvement, and structure) predicted their child's academic and emotional adjustment while their reported control predicted lower levels of these. Fathers' self-reported positive behaviors predicted academic adjustment while their control predicted lower academic and personal-emotional adjustment. These findings support the importance of multiple assessments of parental behaviors for improving the prediction of adjustment in school. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

An experimental study of the job demand-control model with measures of heart rate variability and salivary alpha-amylase: Evidence of increased stress responses to increased break autonomy.

PubMed

O'Donnell, Emma; Landolt, Kathleen; Hazi, Agnes; Dragano, Nico; Wright, Bradley J

2015-01-01

We assessed in an experimental design whether the stress response towards a work task was moderated by the autonomy to choose a break during the assigned time to complete the task. This setting is defined in accordance with the theoretical framework of the job-demand-control (JDC) model of work related stress. The findings from naturalistic investigations of a stress-buffering effect of autonomy (or 'buffer hypothesis') are equivocal and the experimental evidence is limited, especially with relation to physiological indices of stress. Our objective was to investigate if increased autonomy in a particular domain (break time control) was related with adaptive physiology using objective physiological markers of stress; heart rate variability (HRV) and salivary alpha amylase (sAA). We used a within-subject design and the 60 female participants were randomly assigned to an autonomy (free timing of break) and standard conditions (fixed timing of break) of a word processing task in a simulated office environment in a random order. Participants reported increased perceptions of autonomy, no difference in demand and performed worse in the task in the break-time autonomy versus the standard condition. The results revealed support for the manipulation of increased autonomy, but in the opposing direction. Increased autonomy was related with dysregulated physiological reactivity, synonymous with typical increased stress responses. Potentially, our findings may indicate that autonomy is not necessary a resource but could become an additional stressor when it adds additional complexity while the amount of work (demands) remains unchanged. Further, our findings underscore the need to collect objective physiological evidence of stress to supplement self-reported information. Self-report biases may partially explain the inconsistent findings with the buffer hypothesis. Copyright © 2014 Elsevier Ltd. All rights reserved.

A longitudinal research on the development of emotional autonomy during adolescence.

PubMed

Parra, Agueda; Oliva, Alfredo

2009-05-01

The purpose of the present paper was to study the development of emotional autonomy through adolescence analysing its association with family relationships. The development of emotional autonomy involves an increase in adolescents' subjective sense of his or her independence, especially in relation to parents. From some scholars emotional autonomy is a normative manifestation of the detachment process from parents, however, others point out that detachment from parental ties is not the norm, so high level of adolescent emotional autonomy is the consequence of negative family relationships. In our study a sample of 101 adolescents were followed for 5 years, from early to middle adolescence, and completed questionnaires to measure their emotional autonomy and the quality of their family relationships. Our results showed that over the course of adolescence some dimensions of emotional autonomy increase, meanwhile others decrease, so the global level of emotional autonomy global level remains stable. On the other hand, emotional autonomy is associated with negative family relationships, so emotional autonomy, more than a necessary process to become adult, could be indicating an insecure attachment to parents.

Sexuality and persons with Down syndrome. A study from Brazil.

PubMed

Bononi, Bruna Marques; Sant'Anna, Maria José Carvalho; de Oliveira, André Chao Vasconcellos; Renattini, Tadeu Silveira; Pinto, Carla Franchi; Passarelli, Maria Lúcia; Coates, Veronica; Omar, Hatim A

2009-01-01

In recent years, important gains and changes have been observed in the life of teenagers with Down syndrome (DS) with increased inclusion into society. This review will discuss adolescence and sexuality in teenagers with DS from a descriptive study of 50 patients with DS between the ages of 10 and 20 years. The mean age was 13.5 years, 50% females; 86% went to school with 62.2% in school for over six years. Of the patients that attended school, 60% went to special education school and only 10% read and wrote correctly. In an evaluation of autonomy, 66% took showers, 78% performed their physiological needs, 77% intimate hygiene and 76% oral hygiene without help. 42% affirmed being able to do anything that is asked; 22% perform all tasks in the home; 10% felt they were incapable of doing anything and 4% used public transportation without help. 42% of the teenagers masturbated, 24% on a daily basis, 75% in private, and 25% in a public location. 42% had already kissed at a mean age of 12.9 years, mean age of the partner 16.1 years; 26.8% of these partners had DS. 82% found themselves attractive and 33% would not change anything in their appearance. We found that they presented normal development in the exercise of their sexuality, but with important difficulties in their autonomy and difficulties in school, needing careful interventions to make their social interaction the best possible. Their pubertal development was normal and they were satisfied with their body image with future perspectives of working, finding a partner, and living a normal life of getting married and having children.

Adequacy, accountability, autonomy and equity in a Middle Eastern school reform: The case of Qatar

NASA Astrophysics Data System (ADS)

Guarino, Cassandra M.; Tanner, Jeffery C.

2012-04-01

This study examines Qatar's recent and ambitious school reform in the early stages of its implementation against a set of four criteria for successful education systems drawn from guidelines developed by the international community: adequacy, accountability, autonomy and gender equity. We investigate both the initial structure of the reform and its sustainability in light of concerns that movements in these directions might be politically unfeasible. To some degree, these concerns are substantiated by the developments we trace. However, it is important to note that the reform has changed the landscape of primary and secondary education in Qatar and that many reform principles, though diluted, have been retained. This paper highlights lessons learned - both hopeful and cautionary - in the first few years of reform and presents a methodology for evaluating progress along key dimensions that can be applied to school systems in many nations.

School adjustment in sixth graders: parenting transitions, family climate, and peer norm effects.

PubMed

Kurdek, L A; Fine, M A; Sinclair, R J

1995-04-01

This study examined whether sixth graders' (mean age = 11.86 years) adjustment to the school context (assessed by grades, achievement scores, and disruptive behavior) was affected by factors from both the family context (represented by students' reports of the number of parenting transitions experienced as well as current levels of supervision, acceptance, autonomy granting, and conflict in the family) and the peer context (represented by students' perceptions of peer norms supporting academic excellence). School adjustment was related to the number of parenting transitions experienced, family climate, and peer norms as well as to higher-order relations involving family climate and peer norms such that (a) high grade point averages occurred at only moderate levels of family supervision, (b) achievement scores were positively related to supervision at only low levels of family autonomy granting, and (c) grade point average was positively related to peer norms at only high levels of family acceptance.

Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values.

PubMed

Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

2011-12-01

This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students' identified regulation would relate negatively to self-reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers' AST and student bullying would be mediated by students' identification with the value of considerateness towards others. The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower-middle to middle-class socioeconomic backgrounds.   The participants completed questionnaires assessing the variables of interest. Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self-reported bullying in class. The mediational hypothesis was supported at the between-class level and at the within-class level.   The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization. ©2010 The British Psychological Society.

Toward More Local Control: Financial Reform for Public Education.

ERIC Educational Resources Information Center

American Education, 1983

1983-01-01

The report of the presidential Advisory Panel on Financing Elementary and Secondary Education presents the panel's philosophy, describes current problems, and recommends (1) returning financial autonomy to state and local levels, (2) dismantling the Department of Education, (3) deregulating public schools, and (4) encouraging school-based…

The Three R's of Moral Education: Emile Durkheim Revisited.

ERIC Educational Resources Information Center

Bouas, M. Jean

1993-01-01

The 3 Rs approach to moral education translates Durkheim's elements of morality (discipline, group attachment, autonomy) into a framework for schools. School rules, reason, and role models should be implemented in an atmosphere of participatory democracy, respect, reflective thinking, cooperative learning, and parental support. (SK)

School Self-Evaluation and Student Achievement

ERIC Educational Resources Information Center

Hofman, Roelande H.; Dijkstra, Nynke J.; Hofman, W. H. Adriaan

2009-01-01

In the last 2 decades, educational systems have developed accountability policies in which schools maintain autonomy for their pedagogical, instructional, and organizational practices (internal control). At the same time, they are held accountable to public authorities (external control) for the quality of their education. It is not clear whether…

Compulsory Schooling as Preventative Defense

ERIC Educational Resources Information Center

Rocha, Samuel D.

2013-01-01

The question whether compulsory schooling is justifiable or not has been treated at considerable length by critics, defenders, and positions in-between. What these treatments--about paternalism and autonomy and institutionalization and more--have not directly analyzed is a question that precedes the issue of overall justification: the preliminary…

Towards Whole System Improvement

ERIC Educational Resources Information Center

Glatter, Ron

2012-01-01

The relationship between academies, and school autonomy more generally, and the wider system is a crucial issue in the battle to improve school-level education. International experience indicates that emphasising choice and competition to drive improvement is not effective and that changing structures does not yield better results for students. A…

Planned change or emergent change implementation approach and nurses' professional clinical autonomy.

PubMed

Luiking, Marie-Louise; Aarts, Leon; Bras, Leo; Grypdonck, Maria; van Linge, Roland

2017-11-01

Nurses' clinical autonomy is considered important for patients' outcome and influenced by the implementation approach of innovations. Emergent change approach with participation in the implementation process is thought to increase clinical autonomy. Planned change approach without this participation is thought not to increase clinical autonomy. Evidence of these effects on clinical autonomy is however limited. To examine the changes in clinical autonomy and in personal norms and values for a planned change and emergent change implementation of an innovation, e.g. intensive insulin therapy. Prospective comparative study with two geographically separated nurses' teams on one intensive care unit (ICU), randomly assigned to the experimental conditions. Data were collected from March 2008 to January 2009. Pre-existing differences in perception of team and innovation characteristics were excluded using instruments based on the innovation contingency model. The Nursing Activity Scale was used to measure clinical autonomy. The Personal Values and Norms instrument was used to assess orientation towards nursing activities and the Team Learning Processes instrument to assess learning as a team. Pre-implementation the measurements did not differ. Post-implementation, clinical autonomy was increased in the emergent change team and decreased in the planned change team. The Personal Values and Norms instrument showed in the emergent change team a decreased hierarchic score and increased developmental and rational scores. In the planned change team the hierarchical and group scores were increased. Learning as a team did not differ between the teams. In both teams there was a change in clinical autonomy and orientation towards nursing activities, in line with the experimental conditions. Emergent change implementation resulted in more clinical autonomy than planned change implementation. If an innovation requires the nurses to make their own clinical decisions, an emergent change implementation should help to establish this clinical autonomy. © 2015 British Association of Critical Care Nurses.

Teaching quality: High school students' autonomy and competence.

PubMed

León, Jaime; Medina-Garrido, Elena; Ortega, Miriam

2018-05-01

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Sowing Seeds for Healthier Diets: Children's Perspectives on School Gardening.

PubMed

Nury, Edris; Sarti, Asia; Dijkstra, Coosje; Seidell, Jacob C; Dedding, Christine

2017-06-25

School gardening programmes are among the most promising interventions to improve children's vegetable intake. Yet, low vegetable intake among children remains a persistent public health challenge. This study aimed to explore children's perspectives, experiences, and motivations concerning school gardening in order to better understand and increase its potential for health promotion. Using participant observation and semi-structured interviews, we provided 45 primary schoolchildren (9-10 years) from Amsterdam, who participated in a comprehensive year-round school gardening programme, the opportunity to share their experiences and ideas on school gardening. Children particularly expressed enjoyment of the outdoor gardening portion of the programme as it enabled them to be physically active and independently nurture their gardens. Harvesting was the children's favourite activity, followed by planting and sowing. In contrast, insufficient gardening time and long explanations or instructions were especially disliked. Experiencing fun and enjoyment appeared to play a vital role in children's motivation to actively participate. Children's suggestions for programme improvements included more autonomy and opportunities for experimentation, and competition elements to increase fun and variety. Our results indicate that gaining insight into children's perspectives allows matching school gardening programmes more to children's wishes and expectations, thereby potentially enhancing their intrinsic motivation for gardening and vegetable consumption.

Is Demography Still Destiny? Neighborhood Demographics and Public High School Students' Readiness for College in New York City. A Research and Policy Brief

ERIC Educational Resources Information Center

Fruchter, Norm; Hester, Megan; Mokhtar, Christina; Shahn, Zach

2012-01-01

Over the past decade, Mayor Michael Bloomberg has reorganized the New York City school system using principles and strategies extrapolated from his corporate sector experience. The mayor and his administration have restructured the public school system into a portfolio district centered on choice, autonomy, and accountability. These strategies…

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

Coping with School Violence through the Lens of Teachers' Role Breadth: The Impact of Participative Management and Job Autonomy

ERIC Educational Resources Information Center

Somech, Anit; Oplatka, Izhar

2009-01-01

Purpose: The current literature's call for a more ecological approach to violence theory, research, and practice stimulated the current study. This model postulates that teachers' willingness to engage in behaviors intended to tackle violence in school as part of their in-role duties (role breadth) will affect school violence. Specifically, the…

Student and Teacher Responses to Prayer at a Modern Orthodox Jewish High School

ERIC Educational Resources Information Center

Lehmann, Devra

2010-01-01

This article presents the attitudes of students and teachers to prayer at an American Modern Orthodox Jewish high school. Relevant data, based on observation and interviews, emerged from a larger study of the school's Jewish and secular worlds. A significant gap in responses became apparent. Students viewed prayer as a challenge to their autonomy,…

The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism

ERIC Educational Resources Information Center

Pearson, L. Carolyn; Moomaw, William

2005-01-01

The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was…

[Empowerment of children and adolescents--the role of personal and social resources and personal autonomy for subjective health].

PubMed

Erhart, M; Wille, N; Ravens-Sieberer, U

2008-12-01

Scientific research on empowerment so far is nearly exclusively focused on the adult population. Nevertheless, it is possible to show a link between empowerment and a) the developmental psychology concepts of resilience, b) autogenetic concepts and c) concepts of risks and resources. This paper aims to study the role of personal, familial and other social resources as well as personal autonomy for subjective health-ratings. A secondary analysis of the health data of 7,000 children and adolescents aged 10-17 years of the German health behaviour in school-aged children (HBSC) study as well as 1,700 children aged 11-17 years of the mental health module (BELLA Study) within the German health interview and examination survey for children and adolescents (KiGGS) was performed. Statistical analyses encompassed analyses of variance and linear regression. Analyses of the HBSC study showed a protective effect for school-class climate as well as parental support, whereby school was associated with fewer self-reported health complaints. Analyses of the BELLA/KiGGS study showed personal, familial and other social resources as well as personal autonomy as unique predictors for a better health-related quality of life (KINDL-R). This was true even if psychological problems were observed. The results confirm the importance of strengthening personal, familial and other social resources as well as the principal importance of personal autonomy for coping with health risks and health impairments. Future research explicitly focussed on empowerment could relate to the role of personal resources within children's and adolescents' contact with the medical and health care system. It can be expected that strengthening personal resources benefits and improves the communication and active participation of children and adolescents within treatment-decision and -evaluation.

Collective Leadership of Local School Systems: Power, Autonomy and Ethics

ERIC Educational Resources Information Center

Lumby, Jacky

2009-01-01

The rhetoric of "partnership" is ubiquitous in UK policy at national, regional, local and organizational levels. Self-styled partnership activity is espoused by most schools in England and Wales. This article considers the implications of the growth of partnership for conceptualizing leadership. It draws on evidence of interviews with…

The Paradox of Decentralizing Schools: Lessons from Business, Government, and the Catholic Church.

ERIC Educational Resources Information Center

Murphy, Jerome T.

1989-01-01

By the year 2000, school decentralization could become another unfortunate, ineffectual pendulum swing. According to this article, a dynamic, ever-changing system of decentralization and centralization balances the benefits of local administrative autonomy with the pursuit of unified goals and helps each leadership level understand its…

The Impact of Collective Bargaining on School Management and Policy.

ERIC Educational Resources Information Center

Mitchell, Douglas E.; And Others

1981-01-01

One-year study of policy effects of collective bargaining in eight Illinois and California school districts found both sides' emotional commitment to bargaining positions, conflict over security and autonomy, and bargaining styles generated policy changes. Available from American Journal of Education, University of Chicago Press, 5801 South Ellis…

Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

ERIC Educational Resources Information Center

Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings

2015-01-01

Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al.…

Discrepancies between Students' and Teachers' Perceptions of Homework

ERIC Educational Resources Information Center

Hong, Eunsook; Wan, Min; Peng, Yun

2011-01-01

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language,…

Conflicting Philosophies of School Sex Education.

ERIC Educational Resources Information Center

Reiss, Michael J.

1995-01-01

Explores the strengths and weaknesses of the five main philosophical positions currently found in school sex education. Argues that valid sex education promotes rational sexual autonomy, requires pupils to consider the needs and wishes of others, and occurs within a moral framework. Suggests teachers adopt a supportive but neutral position. (MJP)

Leadership and the Decentralized Control of Schools

ERIC Educational Resources Information Center

Steinberg, Matthew P.

2013-01-01

This review examines the literature related to leadership and the decentralized control of schools. It first considers the distinctive goals of public and private agencies, the specific constraints that shape the autonomy of leaders in different sectors, and the ways in which new models of public management are infusing public agencies with…

Toward a Grid and Group Interpretation of School Culture.

ERIC Educational Resources Information Center

Harris, Edward L.

1995-01-01

Mary Douglas's typology, using grid and group dimensions, provides a means to classify and compare social environments in terms of their differing cultural constraints on individual autonomy. This article uses the Douglas typology to examine the grid and group characteristics of four diverse schools to determine the framework's applicability to…

Development to Learning: Semantic Shifts in Professional Autonomy and School Leadership

ERIC Educational Resources Information Center

Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie

2015-01-01

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of "professional learning" stand in contrast to more traditional forms of "professional development." The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively…

Explaining the Success of the World's Leading Education Systems: The Case of Singapore

ERIC Educational Resources Information Center

Dimmock, Clive; Tan, Cheng Yong

2016-01-01

International comparative data on student performance has led McKinsey&Company, among others, to suggest that education systems will inexorably converge in their developmental trajectories with principals and schools enjoying more autonomy. This article challenges these assumptions through referencing Singapore where schools and professionals…

Design Tech High School: d.tech

ERIC Educational Resources Information Center

EDUCAUSE, 2015

2015-01-01

A Bay Area charter high school, d.tech develops "innovation-ready" students by combining content knowledge with the design thinking process while fostering a sense of autonomy and purpose. The academic model is grounded in self-paced learning through a flex schedule, high standards, and design thinking through a four-year design…

Autonomy Support and Intrinsic Goal Progress Expectancy and Its Links to Longitudinal Study Effort and Subjective Wellbeing: The Differential Mediating Effect of Intrinsic and Identified Regulations and the Moderator Effects of Effort and Intrinsic Goals

ERIC Educational Resources Information Center

Waaler, Rune; Halvari, Halgeir; Skjesol, Knut; Bagoien, Tor Egil

2013-01-01

The authors tested a self-determination theory (Deci & Ryan, 2000) process model of subjective wellbeing among students at Norwegian Folk High Schools. In this model the authors hypothesized that students' intrinsic goal progress expectancy in the chosen study activity and perceived autonomy support from teachers would be positively associated…

Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations.

PubMed

Hagger, Martin; Chatzisarantis, Nikos L D; Hein, Vello; Soós, István; Karsai, István; Lintunen, Taru; Leemans, Sofie

2009-07-01

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts.

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: results of the Motivating Active Learning in Physical Education (MALP) trial.

PubMed

Lonsdale, Chris; Rosenkranz, Richard R; Sanders, Taren; Peralta, Louisa R; Bennie, Andrew; Jackson, Ben; Taylor, Ian M; Lubans, David R

2013-11-01

Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons. Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n=16) and their classes (n=288 students; M=13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction. The 'free choice' intervention increased PA (p<.05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p<.05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p<.05). Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons. © 2013.

Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

ERIC Educational Resources Information Center

Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

2012-01-01

The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

What's in a Name? Expectations, Heuristics and Choice during a Period of Radical School Reform. CEP Discussion Paper No. 1477

ERIC Educational Resources Information Center

Bertoni, Marco; Gibbons, Stephen; Silva, Olmo

2017-01-01

Education policy worldwide has sought to incentivize school improvement and facilitate pupil-school matching by introducing reforms that promote autonomy and choice. Understanding the way in which families form preferences during these periods of reform is crucial for evaluating the impact of such policies. We study the effects on choice of a…

Improving Primary Education in Pakistan: An Examination of the Association between School Autonomy and Children's Learning Outcomes

ERIC Educational Resources Information Center

Rahim, Bushra

2017-01-01

The purpose of this study is to explore the impact of the delegation of financial authority to public primary schools through Parent-Teacher Councils (PTCs) on learning outcomes of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. The learning outcomes were measured in three subject areas (Urdu, English, and Mathematics).…

Complex Problem Solving in L1 Education: Senior High School Students' Knowledge of the Language Problem-Solving Process

ERIC Educational Resources Information Center

van Velzen, Joke H.

2017-01-01

The solving of reasoning problems in first language (L1) education can produce an understanding of language, and student autonomy in language problem solving, both of which are contemporary goals in senior high school education. The purpose of this study was to obtain a better understanding of senior high school students' knowledge of the language…

From Dialogue to Governance: A Critical Analysis of the School Completion Programme in the Republic of Ireland 2002 to 2016

ERIC Educational Resources Information Center

Mc Kenna, Declan; Mooney Simmie, Geraldine

2017-01-01

The School Completion Programme (SCP) was first established in Ireland in 2002 with what appeared to resemble a "bottom up" model of support. The programme was based on authentic effort at partnership with schools, parents and relevant agencies through local management committees and enjoyed a fair share of autonomy in how they would…

Balancing Social Responsibility and Personal Autonomy: Adolescents' Reasoning About Community Service Programs.

PubMed

McNeil, Justin; Helwig, Charles C

2015-01-01

Many jurisdictions in North America have implemented mandatory community service programs in high schools. However, little research exists examining the reasoning of youth themselves about such programs. This study examined how youth reason about community service programs, and how they balance the prosocial goals of these programs against their personal autonomy. Seventy-two participants between 10 and 18 years old evaluated voluntary community service along with 4 hypothetical mandatory programs that varied according to whether students or the government decided the areas in which students would serve, and whether a structured reflection component was included. The findings reveal that youth are not simply self-focused but rather balance and coordinate considerations of autonomy and community in their judgments and reasoning about community service.

Need satisfaction, work-school interference and school dropout: an application of self-determination theory.

PubMed

Taylor, Geneviève; Lekes, Natasha; Gagnon, Hugo; Kwan, Lisa; Koestner, Richard

2012-12-01

In many parts of the world, it is common for secondary school students to be involved in part-time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience and its influence on school engagement. This study explored the relation of part-time work and school experiences to dropout intentions among secondary school and junior college students. The study was conceptualized from a self-determination theory perspective (Deci & Ryan, 2000). Participants were 3,248 students from rural and suburban schools in the greater region of Montreal, Canada. Questionnaires were used to assess the number of hours worked, the extent to which work interfered with or facilitated school functioning, autonomy, competence, and relatedness experienced in the work and school domains. School performance and school dropout intentions were also assessed. A curvilinear relation between work hours and dropout intentions was found, reflecting that part-time work began to be associated with higher dropout intentions only when students worked more than 7 hr per week. Analyses also showed that work-school interference was related to dropout intentions, and that this variable served to mediate the relation of employer autonomy support to dropout intentions. These results suggest that both the quantity and the quality of students' part-time work experiences need to be considered when examining the relation of work to school engagement. ©2011 The British Psychological Society.

Relationship of Autonomy Social Support to Quitting Motivation in Diverse Smokers.

PubMed

Patten, Christi A; Clinic, Mayo; Goggin, Kathy; Harris, Kari Jo; Richter, Kimber; Williams, Karen; Decker, Paul A; Clinic, Mayo; Bradley-Ewing, Andrea; Catley, Delwyn

2016-01-01

Research examining relationships between social support and smoking cessation has paid little attention to non-treatment seeking smokers and not considered the role of autonomy support for fostering quitting motivation. This study examined if autonomy support received from family and friends was associated with quitting motivation and making a quit attempt among diverse smokers with varying levels of quitting motivation. Demographic characteristics associated with autonomy support were explored. Participants (N=312) responded to advertisements seeking smokers "not quite ready to quit," and were primarily Black, low-income, and unemployed. Most (255) enrolled in a clinical trial of smoking cessation induction strategies (treatment sample). An additional 57 not meeting the trial eligibility criteria of low quitting motivation enrolled for baseline assessments only. Participants completed baseline measures of autonomy support received from friends and autonomous quitting motivation. In the treatment sample, quit attempts were assessed at 6-months follow-up. Females reported higher levels than males of autonomy support from friends (p=0.003). Participants with a high school diploma/GED reported higher levels of support from family (p<0.001) and friends (p=0.014) than those with less education or a college/graduate degree. Both family (p=0.007) and friend (p=0.004) autonomy support scores were significantly, albeit weakly, associated with autonomous quitting motivation. Autonomy support was not associated with making a quit attempt. Support from family and friends may promote autonomous reasons to quit among diverse smokers. Research is needed to assess the role of social support in the pre-quitting phases among racial and socio-economically diverse populations.

The Impact of Organizational Culture on High School Teachers' Self-Efficacy, Job Satisfaction, and Student Achievement

ERIC Educational Resources Information Center

DeNicola, Thomas C.

2015-01-01

The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional…

Distributive Leadership, Civic Engagement, and Deliberative Democracy as Vehicles for School Improvement

ERIC Educational Resources Information Center

Fusarelli, Lance D.; Kowalski, Theodore J.; Petersen, George J.

2011-01-01

Elements of directed autonomy were visible in public education long before the concept had been defined in the scholarly literature on organizational management. Most notably, states established common curricula and adequacy standards and then held local school boards accountable for compliance. Civic engagement, a liberty-based process through…

Policy Barriers to School Improvement: What's Real and What's Imagined?

ERIC Educational Resources Information Center

Miller, Lawrence J.; Lee, Jane S.

2014-01-01

Some of the most promising reforms are happening where school leaders are thinking differently about how to get the strongest student outcomes from the limited resources available. But even principals who use their autonomy to aggressively reallocate resources say that persistent district, state, and federal barriers prohibit them from doing more.…

Leading Cultural Change in a School District through a Budget Building Collaboration

ERIC Educational Resources Information Center

Radford, Ricky Warren

2009-01-01

The purpose of this study was to assess, plan, and implement a budget building process through collaboration with the stakeholders of a targeted school district. The research question of this study was, "Will allowing the stakeholders more input, autonomy, and collaboration during a budget building process build a team environment and…

Cooperative Autonomy in Online Lingua Franca Exchanges: A Case Study on Foreign Language Education in Secondary Schools

ERIC Educational Resources Information Center

Hoffstaedter, Petra; Kohn, Kurt

2016-01-01

We report on a case study on pedagogical affordances of intercultural telecollaboration for authentic communication practice and competence development in the local foreign language. Focus is on spoken and written conversations involving pairs of secondary school pupils of different linguacultural backgrounds. Particular attention is given to…

An Unwarranted Fear of Religious Schooling

ERIC Educational Resources Information Center

Kroeker, Frances; Norris, Stephen

2007-01-01

In this article, we challenge the common liberal assumption that religious schooling undermines the goals of liberal civic education, making it impossible for children to acquire tolerance, critical reasoning skills, or personal autonomy. As a framework for this argument, we respond to some of the claims made by Harry Brighouse in his recent book,…

The Decline of Academic Motivation during Adolescence: An Accelerated Longitudinal Cohort Analysis on the Effect of Psychological Need Satisfaction

ERIC Educational Resources Information Center

Gnambs, Timo; Hanfstingl, Barbara

2016-01-01

Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness.…

Trust, Accountability, Autonomy: Building a Teacher-Driven Professional Growth Model

ERIC Educational Resources Information Center

Jebson, Hugh; DiNota, Carlo

2011-01-01

Faculty evaluation--arguably no other topic in independent education evokes as much passionate discourse--mostly negative, or at least freighted with anxiety. But, in the authors' experience, it does not have to be this way. At their school, Berkeley Preparatory School (Florida), they have recently developed a teacher evaluation model that is…

Bonding, Bridging, and Boundary Breaking: The Civic Lessons of High School Student Activities

ERIC Educational Resources Information Center

Shelly, Bryan

2011-01-01

This article presents evidence designed to expand scholarly knowledge of how high school co-curricular activities generate the positive effects previous scholarship has found. Studies of empowerment across various fields identify a sense of autonomy, self-belief, self-expression, the ability to work together with diverse others, and a critical…

Education under the Shadow of Politics: School Buildings in Cyprus during the British Colonial Period

ERIC Educational Resources Information Center

Bilsel, Nilay; Dinçyürek, Özgür

2017-01-01

This paper examines how politics have shaped Turkish Cypriot educational institutions and school buildings in Cyprus, focusing on the British colonial period (1878-1960). Unlike other British colonies, Cyprus enjoyed considerable autonomy on educational matters in the early decades of British occupation. During this period education, which was…

Channel One, the Anti-Commercial Principle, and the Discontinuous Ethos

ERIC Educational Resources Information Center

Brighouse, Harry

2005-01-01

This article argues that administrators normally do a serious wrong when they contract with companies that market to children within schools. This is because in doing so, they violate the anti-commercial principle, which, in turn, is justified by the obligation schools have to facilitate the autonomy of their students. The author focuses…

The Direction and Autonomy of Interdisciplinary Study and Research Paths in Teacher Education

ERIC Educational Resources Information Center

Rasmussen, Klaus

2016-01-01

This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness…

Supporting K-12 Online Learners: Developing a Mentorship Program

ERIC Educational Resources Information Center

Edwards, Clea

2017-01-01

Online education is unique in part for the relatively high degrees of autonomy afforded learners. Self-direction and self-regulation, along with support, are essential for students to succeed. The site of this action research project was a new, small online public charter school for middle and high school students, Foothills Academy Connected…

The Common Good: The Inclusion of Non-Catholic Students in Catholic Schools

ERIC Educational Resources Information Center

Donlevy, J. Kent

2008-01-01

This paper offers that liberal and communitarian concepts of the common good are exemplified in the Catholic school's policy of the inclusion of non-Catholic students. In particular, the liberal concepts of personal autonomy, individual rights and freedoms, and the principles of fairness, justice, equality and respect for diversity--as democratic…

Bachelor Studies in the Czech Technical Universities.

ERIC Educational Resources Information Center

Polak, Jaromir

Universities are the highest level of the Czech school education system, as well as important scientific institutions that are granted full autonomy under the law. There are five technical universities and one military school with technical courses in the Czech Republic. Until the 1990s, the universities had provided only the five years magister…

Autonomy and Accountability in the Regulation of the Teaching Profession: A South African Case Study

ERIC Educational Resources Information Center

Jansen, Jonathan D.

2004-01-01

This article examines the struggles of the South African government to establish school-wide evaluation policies within post-apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole-school improvement, there is significant resistance to government intervention in the school…

The FIT Game III: Reducing the Operating Expenses of a Game-Based Approach to Increasing Healthy Eating in Elementary Schools.

PubMed

Joyner, Damon; Wengreen, Heidi J; Aguilar, Sheryl S; Spruance, Lori Andersen; Morrill, Brooke A; Madden, Gregory J

2017-04-01

Previously published versions of the healthy eating "FIT Game" were administered by teachers in all grades at elementary schools. The present study evaluated whether the game would retain its efficacy if teachers were relieved of this task; presenting instead all game materials on visual displays in the school cafeteria. Participants were 572 children attending two Title 1 elementary schools (grades K-5). Following a no-intervention baseline period in which fruit and vegetable consumption were measured from food waste, the schools played the FIT Game. In the game, the children's vegetable consumption influenced events in a good versus evil narrative presented in comic book-formatted episodes in the school cafeteria. When daily vegetable-consumption goals were met, new FIT Game episodes were displayed. Game elements included a game narrative, competition, virtual currency, and limited player autonomy. The two intervention phases were separated by a second baseline phase (within-school reversal design). Simulation Modeling Analysis (a bootstrapping technique appropriate to within-group time-series designs) was used to evaluate whether vegetable consumption increased significantly above baseline levels in the FIT Game phases (P < 0.05). Vegetable consumption increased significantly from 21.3 g during the two baseline phases to 42.5 g during the FIT Game phases; a 99.9% increase. The Game did not significantly increase fruit consumption (which was not targeted for change), nor was there a decrease in fruit consumption. Labor-reductions in the FIT Game did not reduce its positive impact on healthy eating.

Adapting diagrams from physics textbooks: improving the autonomy of blind students

NASA Astrophysics Data System (ADS)

Dickman, Adriana; Martins, Alexandre; Ferreira, Amauri

2014-03-01

In this work we elaborate and test a glossary consisting of a set of objects and their symbols. The symbols are designed to represent objects frequently used in mechanics diagrams, such as vectors, ropes, pulleys, blocks and surfaces, and can be used to adapt drawings of physics situations in textbooks for blind high school students. The educational product was tested at a specialized school for the blind. The results indicate that adequate training can help blind students to become familiar with the symbols, and to identify them in a problem without the need of a description. This educational product can help blind students to achieve the same conditions of autonomy as sighted ones, when studying physics. Research supported by CNPq, Capes, Fapemig and FIP/PUC-MG (Brazil).

Autonomy and social norms in a three factor grief model predicting perinatal grief in India.

PubMed

Roberts, Lisa R; Lee, Jerry W

2014-01-01

Perinatal grief following stillbirth is a significant social and mental health burden. We examined associations among the following latent variables: autonomy, social norms, self-despair, strained coping, and acute grief-among poor, rural women in India who experienced stillbirth. A structural equation model was built and tested using quantitative data from 347 women of reproductive age in Chhattisgarh. Maternal acceptance of traditional social norms worsens self-despair and strained coping, and increases the autonomy granted to women. Greater autonomy increases acute grief. Greater despair and acute grief increase strained coping. Social and cultural factors were found to predict perinatal grief in India.

(Re)examining the Relationship Between Children's Subjective Wellbeing and Their Perceptions of Participation Rights.

PubMed

Lloyd, Katrina; Emerson, Lesley

2017-01-01

In recent years wellbeing has been linked increasingly with children's rights, often characterised as central to their realisation. Indeed it has been suggested that the two concepts are so intertwined that their pairing has become something of a mantra in the literature on childhood. This paper seeks to explore the nature of the relationship between wellbeing and participation rights, using a recently developed 'rights-based' measure of children's participation in school and community, the Children's Participation Rights Questionnaire (CPRQ), and an established measure of subjective wellbeing - KIDSCREEN-10. The data for the study came from the Kids' Life and Times (KLT) which is an annual online survey of Primary 7 children carried out in Northern Ireland. In 2013 approximately 3800 children (51 % girls; 49 % boys) from 212 schools participated in KLT. The findings showed a statistically significant positive correlation between children's overall scores on the KIDSCREEN-10 subjective wellbeing measure and their perceptions that their participation rights are respected in school and community settings. Further, the results indicated that it is the social relations/autonomy questions on KIDSCREEN-10 which are most strongly related to children's perceptions that their participation rights are respected. Exploration of the findings by gender showed that there were no significant differences in overall wellbeing; however girls had higher scores than boys on the social relations/autonomy domain of KIDSCREEN-10. Girls were also more positive than boys about their participation in school and community. In light of the findings from this study, it is suggested that what lies at the heart of the relationship between child wellbeing and children's participation rights is the social/relational aspects of both participation and wellbeing.

Authoritative parenting, psychosocial maturity, and academic success among adolescents.

PubMed

Steinberg, L; Elmen, J D; Mounts, N S

1989-12-01

The over-time relation between 3 aspects of authoritative parenting--acceptance, psychological autonomy, and behavioral control--and school achievement was examined in a sample of 120 10-16-year-olds in order to test the hypothesis that authoritative parenting facilitates, rather than simply accompanies, school success. In addition, the mediating role of youngsters' psychosocial maturity was studied. Results indicate that (1) authoritative parenting facilitates adolescents' academic success, (2) each component of authoritativeness studied makes an independent contribution to achievement, and (3) the positive impact of authoritative parenting on achievement is mediated at least in part through the effects of authoritativeness on the development of a healthy sense of autonomy and, more specifically, a healthy psychological orientation toward work. Adolescents who describe their parents as treating them warmly, democratically, and firmly are more likely than their peers to develop positive attitudes toward, and beliefs about, their achievement, and as a consequence, they are more likely to do better in school.

Sowing Seeds for Healthier Diets: Children’s Perspectives on School Gardening

PubMed Central

Nury, Edris; Sarti, Asia; Dijkstra, Coosje; Seidell, Jacob C.; Dedding, Christine

2017-01-01

School gardening programmes are among the most promising interventions to improve children’s vegetable intake. Yet, low vegetable intake among children remains a persistent public health challenge. This study aimed to explore children’s perspectives, experiences, and motivations concerning school gardening in order to better understand and increase its potential for health promotion. Using participant observation and semi-structured interviews, we provided 45 primary schoolchildren (9–10 years) from Amsterdam, who participated in a comprehensive year-round school gardening programme, the opportunity to share their experiences and ideas on school gardening. Children particularly expressed enjoyment of the outdoor gardening portion of the programme as it enabled them to be physically active and independently nurture their gardens. Harvesting was the children’s favourite activity, followed by planting and sowing. In contrast, insufficient gardening time and long explanations or instructions were especially disliked. Experiencing fun and enjoyment appeared to play a vital role in children’s motivation to actively participate. Children’s suggestions for programme improvements included more autonomy and opportunities for experimentation, and competition elements to increase fun and variety. Our results indicate that gaining insight into children’s perspectives allows matching school gardening programmes more to children’s wishes and expectations, thereby potentially enhancing their intrinsic motivation for gardening and vegetable consumption. PMID:28672836

Teacher and Student Perceptions of the Development of Learner Autonomy; A Case Study in the Biological Sciences

ERIC Educational Resources Information Center

Scott, G. W.; Furnell, J.; Murphy, C. M.; Goulder, R.

2015-01-01

Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals not cohorts differ in their learning autonomy. They suggested that personal experience prior to…

Making Good Choices: How Autonomy Support Influences the Behavior Change and Motivation of Troubled and Troubling Youth

ERIC Educational Resources Information Center

Harper, Elaine

2007-01-01

Autonomy is a basic human need having influence on motivation. Facilitating student autonomy is an essential ingredient of effective programs for maximizing internalized change and increasing motivation in troubled and troubling youth. This article examines the theoretical concepts of autonomy and control related to choices and considers their…

Professional Mobility in Israel's Secondary Schools: Results of a Survey of Attitudes

ERIC Educational Resources Information Center

Goldstein, Joseph

1976-01-01

Reports on the attitudes of teachers, administrators, and others outside the educational system regarding teacher salary structure, autonomy, and responsibility, and criteria for promotion. (Author/IRT)

Building Collaborative Structures for Teachers' Autonomy and Self-Efficacy: The Mediating Role of Participative Management and Learning Culture

ERIC Educational Resources Information Center

Lu, Jiafang; Jiang, Xinhui; Yu, Huen; Li, Dongyu

2015-01-01

This study focused on the collaborative structure-building behavior of school principals and examined how such behavior affects teacher empowerment. More important, it tested the mediating effects of participative management and learning culture. By collecting nested data from 104 schools in Hong Kong and adopting multilevel structural equation…

Mediating Role of Self-Determination Constructs in Explaining the Relationship between School Factors and Postschool Outcomes

ERIC Educational Resources Information Center

Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong

2017-01-01

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…

The Promise of Character Education in Middle School: A Meta-Analysis

ERIC Educational Resources Information Center

Diggs, Calvary R.; Akos, Patrick

2016-01-01

Early adolescence is a developmental stage characterized by changes in reasoning, social cognition, and desire for autonomy in youth aged 11-14 (or grades 6-8). This period is also associated with heightened impulsivity and risk-taking that has been linked to school-related challenges such as antisocial behaviors and declining grades. Character…

National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications

ERIC Educational Resources Information Center

Borman, Geoffrey D.

2005-01-01

Education in the United States is a decentralized system composed of highly variable practices, programs, and school contexts. The primary technology of education, teaching, is highly complex and is typically designed and implemented by teachers who have traditionally enjoyed a great deal of autonomy and independence from regular inspection. The…

Teacher Evaluation Policy as Perceived by School Principals: The Case of Flanders (Belgium)

ERIC Educational Resources Information Center

Tuytens, Melissa; Devos, Geert

2018-01-01

In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals…

Secondary Level Re-Entry of Young Canadian Adult Learners

ERIC Educational Resources Information Center

MacGregor, Cassandra; Ryan, Thomas G.

2011-01-01

This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to…

New Public Management as a Global Education Policy: Its Adoption and Re-Contextualization in a Southern European Setting

ERIC Educational Resources Information Center

Verger, Antoni; Curran, Marta

2014-01-01

In the education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers' accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame…

Beyond the Bureaucratic Model: A Study of Power and Autonomy in Educational Decision-Making

ERIC Educational Resources Information Center

Hanson, Mark

1976-01-01

This paper argues that there are at least two decision-making systems in the school: (1) the first reflects mainly school-wide affairs and lends itself to rational, centrally controlled procedures that restrict behaviors to conform with well-programmed events; and (2) the second reflects mainly classroom affairs and requires flexibility and…

The Perceptions of Temporal Path Analysis of Learners' Self-Regulation on Learning Stress and Social Relationships in Junior High School

ERIC Educational Resources Information Center

Chang, Hsiu-Ju

2016-01-01

This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and…

Privatizing Our Schools: Lessons from the British Army and World War II.

ERIC Educational Resources Information Center

Lovoy, Thomas A.

1996-01-01

Notes how the British Army's Officer Corps, based on elitism and financial standing, brought the British Empire to its knees. Argues that privatization--a for-profit market system to ration out education--would have a similar effect. Suggests that charter schools (with considerable autonomy but still held accountable by the chain of command) are…

Justification and Critique of Educational Reforms in Austria: How Teachers and Head Teachers (Re-)Frame New Governance

ERIC Educational Resources Information Center

Graß, Doris

2017-01-01

Purpose: Against the backdrop of a new governance regime of schools in Austria, which combines policies of decentralisation and school autonomy with an accountability program of standardised outcome control, this article explores how the so called "agents of change"--teachers and headteachers--take up these ideas and corresponding…

Lifelong Learning as a Goal--Do Autonomy and Self-Regulation in School Result in Well Prepared Pupils?

ERIC Educational Resources Information Center

Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane

2012-01-01

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these…

Basic Psychological Needs and School Engagement: A Focus on Justice and Agency

ERIC Educational Resources Information Center

Molinari, Luisa; Mameli, Consuelo

2018-01-01

In this paper, we examine the relationship between basic psychological needs and student engagement in a population of Italian secondary school students. To measure the psychological needs, we have selected a set of indicators that, beyond the needs for autonomy, competence and relatedness, also include the need for justice, which is crucial in…

Teacher Autonomy within a Flexible National Curriculum: Development of Shoah (Holocaust) Education in Israeli State Schools

ERIC Educational Resources Information Center

Cohen, Erik H.

2016-01-01

This article considers the role of teacher agency and curricular flexibility as pedagogic features of Shoah education in Israeli state schools. The analysis is based on a recent national study which included a quantitative survey (questionnaires), qualitative methods (focus groups, interviews, observations) and a socio-historical review. As…

Selecting Effective Teachers for Urban Elementary Charter Schools: Effects of Decentralization on Principals' Decisions

ERIC Educational Resources Information Center

Leaks, Rakeda Antwanece

2013-01-01

In the age of No Child Left Behind and accountability, education stakeholders continue to look for ways to improve student achievement outcomes especially in schools in urban communities. Principal autonomy has been linked to successful results in student achievement. The purpose of this study was to understand how principals' perceptions of their…

Market liberalism in health care: a dysfunctional view of respecting "consumer" autonomy.

PubMed

Kekewich, Michael A

2014-03-01

The unfortunately vast history of paternalism in both medicine and clinical research has resulted in perpetually increasing respect for patient autonomy and free choice in Western health care systems. Beginning with the negative right to informed consent, the principle of respect for autonomy has for many patients evolved into a positive right to request treatments and expect accommodation. This evolution of patient autonomy has mirrored a more general social attitude of market liberalism where increasing numbers of patients have come to embody the role of the "consumer." This paper explores this transformation and critiques the current way in which respect for patient autonomy is put into practice. Ultimately, this paper concludes that the consumer view of patient autonomy is dysfunctional. Moreover, this paper argues that, based on the inherent goals of medicine, some form of paternalism is required in any meaningfully therapeutic relationship.

Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans.

PubMed

Tripathi, Ritu; Cervone, Daniel; Savani, Krishna

2018-04-01

In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations exhibited little statistical overlap. A second study suggested that this interaction reflects culturally specific norms that are widely understood by members of the given culture. When evaluating messages to motivate workers, Indians, far more than Americans, preferred a message invoking obligations to one invoking autonomous personal choice norms. Results cast doubt on the claim, made regularly in both basic and applied psychology, that enhancing autonomy is a universally preferred method for boosting motivation.

Nursing and human freedom.

PubMed

Risjord, Mark

2014-01-01

Debates over how to conceptualize the nursing role were prominent in the nursing literature during the latter part of the twentieth century. There were, broadly, two schools of thought. Writers like Henderson and Orem used the idea of a self-care deficit to understand the nurse as doing for the patient what he or she could not do alone. Later writers found this paternalistic and emphasized the importance of the patient's free will. This essay uses the ideas of positive and negative freedom to explore the differing conceptions of autonomy which are implicit in this debate. The notion of positive freedom has often been criticized as paternalistic, and the criticisms of self-care in the nursing literature echo criticisms from political philosophy. Recent work on relational autonomy and on the relationship between autonomy and identity are used to address these objections. This essay argues for a more nuanced conception of the obligation to support autonomy that includes both positive (freedom to) and negative (freedom from) dimensions. This conception of autonomy provides a moral foundation for conceptualizing nursing in something like Henderson's terms: as involving the duty to expand the patient's capacities. The essay concludes by generalizing the lesson. Respect for autonomy on the part of any health care provider requires both respect for the patient's choices and a commitment to expand the patient's ability to actualize their choices. © 2013 John Wiley & Sons Ltd.

An overview of “The Active by Choice Today” (ACT) trial for increasing physical activity✩

PubMed Central

Wilson, Dawn K.; Kitzman-Ulrich, Heather; Williams, Joel E.; Saunders, Ruth; Griffin, Sarah; Pate, Russell; Van Horn, M. Lee; Evans, Alexandra; Hutto, Brent; Addy, Cheryl L.; Mixon, Gary; Sisson, Susan B.

2008-01-01

Background: Although school-based behavioral interventions for increasing physical activity (PA) in children and adolescents have been conducted, little evidence suggests that these curriculum-based approaches lead to increases in overall activity outside of program days. The overall goal of the “Active by Choice Today” (ACT) trial is to expand the body of knowledge concerning the factors that influence long-term increases in PA in underserved adolescents (low socioeconmic status, minorities) during their middle school years. Design and setting: An overview of the ACT study design, theoretical framework, process evaluation, and primary hypotheses is presented. The trial involves twenty-four middle schools (1560 6th graders) in South Carolina that are randomly assigned to one of two after-school programs (motivational and life skills intervention, or general health education). Intervention: The intervention integrates constructs from Self-Determination and Social Cognitive Theories to enhance intrinsic motivation and behavioral skills for PA. The intervention targets skill development for PA outside of program days and the after-school program social environment (autonomy, choice, participation, belongingness, fun, enjoyment, support) is designed to positively impact cognitive mediators (self-efficacy, perceived competence), and motivational orientation (intrinsic motivation, commitment, positive self-concept). Main hypotheses/outcomes: It is hypothesized that the 17-week motivational and life skills intervention will lead to greater increases in moderate-to-vigorous PA (based on 7-day accelerometry estimates) at post-intervention as compared to the general health education program. Conclusions: Implications of this innovative school-based trial are discussed. PMID:17716952

Outside-school physical activity participation and motivation in physical education.

PubMed

Shen, Bo

2014-03-01

Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

The FIT Game III: Reducing the Operating Expenses of a Game-Based Approach to Increasing Healthy Eating in Elementary Schools

PubMed Central

Joyner, Damon; Aguilar, Sheryl S.; Spruance, Lori Andersen; Morrill, Brooke A.; Madden, Gregory J.

2017-01-01

Abstract Objective: Previously published versions of the healthy eating “FIT Game” were administered by teachers in all grades at elementary schools. The present study evaluated whether the game would retain its efficacy if teachers were relieved of this task; presenting instead all game materials on visual displays in the school cafeteria. Materials and Methods: Participants were 572 children attending two Title 1 elementary schools (grades K-5). Following a no-intervention baseline period in which fruit and vegetable consumption were measured from food waste, the schools played the FIT Game. In the game, the children's vegetable consumption influenced events in a good versus evil narrative presented in comic book-formatted episodes in the school cafeteria. When daily vegetable-consumption goals were met, new FIT Game episodes were displayed. Game elements included a game narrative, competition, virtual currency, and limited player autonomy. The two intervention phases were separated by a second baseline phase (within-school reversal design). Simulation Modeling Analysis (a bootstrapping technique appropriate to within-group time-series designs) was used to evaluate whether vegetable consumption increased significantly above baseline levels in the FIT Game phases (P < 0.05). Results: Vegetable consumption increased significantly from 21.3 g during the two baseline phases to 42.5 g during the FIT Game phases; a 99.9% increase. The Game did not significantly increase fruit consumption (which was not targeted for change), nor was there a decrease in fruit consumption. Conclusion: Labor-reductions in the FIT Game did not reduce its positive impact on healthy eating. PMID:28375645

Adolescent Self-Reported Physical Activity and Autonomy: A Case for Constrained and Structured Environments?

PubMed

Rachele, Jerome N; Jaakkola, Timo; Washington, Tracy L; Cuddihy, Thomas F; McPhail, Steven M

2015-09-01

The provision of autonomy supportive environments that promote physical activity engagement have become popular in contemporary youth settings. However, questions remain about whether adolescent perceptions of their autonomy have implications for physical activity. The purpose of this investigation was to examine the association between adolescents' self-reported physical activity and their perceived autonomy. Participants (n = 384 adolescents) aged between 12 and 15 years were recruited from six secondary schools in metropolitan Brisbane, Australia. Self-reported measures of physical activity and autonomy were obtained. Logistic regression with inverse probability weights were used to examine the association between autonomy and the odds of meeting youth physical activity guidelines. Autonomy (OR 0.61, 95% CI 0.49-0.76) and gender (OR 0.62, 95% CI 0.46-0.83) were negatively associated with meeting physical activity guidelines. However, the model explained only a small amount of the variation in whether youth in this sample met physical activity guidelines (R(2) = 0.023). For every 1 unit decrease in autonomy (on an index from 1 to 5), participants were 1.64 times more likely to meet physical activity guidelines. The findings, which are at odds with several previous studies, suggest that interventions designed to facilitate youth physical activity should limit opportunities for youth to make independent decisions about their engagement. However, the small amount of variation explained by the predictors in the model is a caveat, and should be considered prior to applying such suggestions in practical settings. Future research should continue to examine a larger age range, longitudinal observational or intervention studies to examine assertions of causality, as well as objective measurement of physical activity. Key pointsAutonomy was negatively associated with meeting physical activity recommendationsThe findings suggest that more structured environments would facilitate physical activityThe small amount of variation explained by the predictors in the model is a caveat.

Paternalism v. autonomy - are we barking up the wrong tree?

PubMed

Lepping, Peter; Palmstierna, Tom; Raveesh, Bevinahalli N

2016-08-01

We explore whether we can reduce paternalism by increasing patient autonomy. We argue that autonomy should not have any automatic priority over other ethical values. Thus, balancing autonomy v. other ethical pillars and finding the optimal balance between the patient's wishes and those of other relevant stakeholders such as the patient's family has to be dynamic over time. © The Royal College of Psychiatrists 2016.

Personalised Learning as Repressive Tolerance: A Comparative Ethnographic Analysis from Research in Three Swedish Schools

ERIC Educational Resources Information Center

Dovemark, Marianne; Johansson, Monica

2016-01-01

The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper…

The Curious Dawn of American Public Schools. NBER Working Paper No. 13335

ERIC Educational Resources Information Center

Go, Sun; Lindert, Peter H.

2007-01-01

Three factors help to explain why school enrollments in the Northern United States were higher than those in the South and in most of Europe by 1850. One was affordability: the northern states had higher real incomes, cheaper teachers, and greater local tax support. The second was the greater autonomy of local governments. The third was the…

Managing the Paradox of Control: The Case of Ground-Up Implementation of Active Learning in Singapore's Primary Schools

ERIC Educational Resources Information Center

Lim-Ratnam, Christina; Atencio, Matthew; Lee, Christine Kim-Eng

2016-01-01

The Singaporean education system has recently shifted emphasis from being highly centralised and standardised towards one that aims to promote innovation and autonomy at the school level. Yet, the concomitant move towards a more decentralised and flexible curriculum enacted and controlled at the local level has not been straightforward.…

Students Creating Digital Video in the Primary Classroom: Student Autonomy, Learning Outcomes, and Professional Learning Communities

ERIC Educational Resources Information Center

Henderson, Michael; Auld, Glenn; Holkner, Bernard; Russell, Glenn; Seah, Wee Tiong; Fernando, Anthony; Romeo, Geoff

2010-01-01

This research is a part of a national project to identify effective sustainable and embedded use of ICTs leading to improved educational outcomes. The project identified six schools and conducted a qualitative case study analysis out of which eleven successful strategies were reported. One of these strategies was observed at a primary school and…

Analysis of Factors in Technological and Vocational School Teachers' Perceived Organizational Innovative Climate and Continuous Use of E-Teaching: Using Computer Self-Efficacy as an Intervening Variable

ERIC Educational Resources Information Center

Chou, Chun-Mei; Hsiao, His-Chi; Shen, Chien-Hua; Chen, Su-Chang

2010-01-01

This study aims to analyze the correlation (N = 335) among technological and vocational school teachers' perceived organizational innovative climate, computer self-efficacy, and continuous use of e-teaching in Taiwan. Teachers' perceived organizational innovative climate includes five factors, namely, job autonomy, innovative leadership, resource…

Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts. Research Report

ERIC Educational Resources Information Center

Gates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana Catherine; Harvey, Melody; Gu, Kun

2014-01-01

New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its…

How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

ERIC Educational Resources Information Center

Rutten, Cindy; Boen, Filip; Seghers, Jan

2012-01-01

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment…

Participatory Appropriation of Health Science by Primary School Students in Rural Zambia.

ERIC Educational Resources Information Center

Mwape, Gertrude; Serpell, Robert

The Child-to-Child (CtC) project involved school-age African children in monitoring younger children's weight and health (since much of the daily infant care in Africa is performed by preadolescents). CtC emphasizes local autonomy and is based on respect for children as morally responsible community members with a basic right to health and…

Issues with PISA's Use of Its Data in the Context of International Education Policy Convergence

ERIC Educational Resources Information Center

Murphy, Dan

2014-01-01

In its analysis of data it collected in 2006, the Programme for International Student Assessment (PISA) survey by the Organisation for Economic Co-operation and Development (OECD) used a variety of statistical methods to arrive at the 'key findings' that school autonomy, school competition and the public posting of student achievement data were…

Supporting Assessment Autonomy: How One Small School Articulated the Infrastructure Needed to Own and Use Student Data

ERIC Educational Resources Information Center

Quartz, Karen Hunter; Kawasaki, Jarod; Sotelo, Daniel; Merino, Kimberly

2014-01-01

This paper reports the results of an 18-month integrated, problem-solving research study of one new school's efforts to create a K-12 system of student assessment data that reflects their innovative vision for personalized and student-centered instruction. Based on interview, observational, and documentary data, the authors report how…

What Makes Them Happy and Curious Online? An Empirical Study on High School Students' Internet Use from a Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Zhao, Ling; Lu, Yaobin; Wang, Bin; Huang, Wayne

2011-01-01

From a self-determination theory perspective, this study tries to investigate how perceived autonomy support, perceived relatedness and competence affect high school students' intrinsic motivations (enjoyment and curiosity) to use the Internet, and the related outcomes of the motivation. Surveys are distributed to seven junior and ten senior high…

Smallness, Autonomy, and Choice: Scaling Up. Statewide "Safe Places" for Distinctive Schools

ERIC Educational Resources Information Center

Meier, Deborah

2004-01-01

For those who would like to see Ron Wolk's vision of schools realized, the challenge of scaling up is the most daunting one faced. Skeptics like to say, "Oh well, that 'X' and 'Y' did something really special is irrelevant; they're exceptions." But the author's experience suggests that today's exceptions can become tomorrow's norms. If that is to…

Women's Autonomy and Attitudes toward Condom Use: A Multicountry Analysis.

PubMed

Sharma, Bonita B; Small, Eusebius; Mengo, Cecilia; Ude, Paula

2017-01-01

Autonomy gives women the ability to negotiate safe sex and make decisions on their health. This study explores the gender stratification framework to understand the intertwined nature of HIV and women's autonomy using the nationally representative Demographic Health Survey. It examines women's autonomy and attitudes toward condom use for prevention of HIV/AIDS in four culturally diverse countries. Findings from the logistic regression indicate that labor force participation, individual autonomy, and decision making significantly increased the odds of always using a condom during sex in all countries. Promoting prevention policies highlighting women's autonomy may contribute in reducing the spread of HIV infection.

Autonomy in military aircraft

NASA Astrophysics Data System (ADS)

Henderson, D. W.

Military users are becoming increasingly dependent on satellites for vital services related to communication, surveillance information, navigation, and meteorological data. The current military spacecraft, however, need the services of a ground support network which is vulnerable in connection with a variety of threats. It has, therefore, been proposed to decrease the dependence of the satellites on the ground segment by improving satellite autonomy, and the Satellite Autonomy Program at the recently created Air Force Space Technology Center is developing the Autonomous Redundancy and Maintenance Management Subsystem (ARMMS) for a near term generic autonomy solution. Attention is given to the implementation of autonomy and technological requirements for ensuring autonomy.

School climate and continuity of adolescent personality disorder symptoms.

PubMed

Kasen, Stephanie; Cohen, Patricia; Chen, Henian; Johnson, Jeffrey G; Crawford, Thomas N

2009-12-01

Schools are key social contexts for shaping development and behavior in youths; yet, little is known of their influence on adolescent personality disturbance. A community-based sample of 592 adolescents was assessed for family and school experiences, Axis I psychiatric disorders, and Axis II personality disorder (PD) symptoms, and followed into young adulthood. Multiple regression analysis was used to estimate associations between adolescent-reported school climate and young adult PD symptoms independent of age, sex, family socioeconomic status; childhood maltreatment; Axis I disorder, PD symptoms, academic grades, and parental punishment in adolescence; and four dimensions of school climate. Schools characterized as high in learning focus were related to cluster B (antisocial, borderline, histrionic, and narcissistic PD) symptom declines, whereas schools characterized as high in opportunities for student autonomy were related to cluster A (paranoid, schizoid, and schizotypal PD) symptom declines. In contrast, schools characterized as conflictual or supporting interpersonal informality/familiarity among students and teachers were related to increases in cluster A symptoms and cluster C (avoidant, dependent, and obsessive-compulsive PD) symptoms. Schools may exert both positive and negative influences on continuity of adolescent personality disturbance. The role of the school in guiding young people toward more favorable developmental pathways and alleviating personality disturbance is discussed.

Women's autonomy and husbands' involvement in maternal health care in Nepal.

PubMed

Thapa, Deependra Kaji; Niehof, Anke

2013-09-01

Both increasing women's autonomy and increasing husbands' involvement in maternal health care are promising strategies to enhance maternal health care utilization. However, these two may be at odds with each other insofar as autonomous women may not seek their husband's involvement, and involved husbands may limit women's autonomy. This study assessed the relationship between women's autonomy and husbands' involvement in maternal health care. Field work for this study was carried out during September-November 2011 in the Kailali district of Nepal. In-depth interviews and focus group discussions were used to investigate the extent of husbands' involvement in maternal health care. A survey was carried out among 341 randomly selected women who delivered a live baby within one year prior to the survey. The results show that husbands were involved in giving advice, supporting to reduce the household work burden, and making financial and transportation arrangements for the delivery. After adjustment for other covariates, economic autonomy was associated with lower likelihood of discussion with husband during pregnancy, while domestic decision-making autonomy was associated with both lower likelihood of discussion with husband during pregnancy and the husband's presence at antenatal care (ANC) visits. Movement autonomy was associated with lower likelihood of the husband's presence at ANC visits. Intra-spousal communication was associated with higher likelihood of discussing health with the husband during pregnancy, birth preparedness, and the husbands' presence at the health facility delivery. The magnitude and direction of association varied per autonomy dimension. These findings suggest that programs to improve the women's autonomy and at the same time increase the husband's involvement should be carefully planned. Despite the traditional cultural beliefs that go against the involvement of husbands, Nepalese husbands are increasingly entering into the area of maternal health which was traditionally considered 'women's business'. Copyright © 2013 Elsevier Ltd. All rights reserved.

An investigation of the relationship between autonomy, childbirth practices, and obstetric fistula among women in rural Lilongwe District, Malawi.

PubMed

Kaplan, Julika Ayla; Kandodo, Jonathan; Sclafani, Joseph; Raine, Susan; Blumenthal-Barby, Jennifer; Norris, Alison; Norris-Turner, Abigail; Chemey, Elly; Beckham, John Michael; Khan, Zara; Chunda, Reginald

2017-06-19

Obstetric fistula is a childbirth injury caused by prolonged obstructed labor that results in destruction of the tissue wall between the vagina and bladder. Although obstetric fistula is directly caused by prolonged obstructed labor, many other factors indirectly increase fistula risk. Some research suggests that many women in rural Malawi have limited autonomy and decision-making power in their households. We hypothesize that women's limited autonomy may play a role in reinforcing childbirth practices that increase the risk of obstetric fistula in this setting by hindering access to emergency care and further prolonging obstructed labor. A medical student at Baylor College of Medicine partnered with a Malawian research assistant in July 2015 to conduct in-depth qualitative interviews in Chichewa with 25 women living within the McGuire Wellness Centre's catchment area (rural Central Lilongwe District) who had received obstetric fistula repair surgery. This study assessed whether women's limited autonomy in rural Malawi reinforces childbearing practices that increase risk of obstetric fistula. We considered four dimensions of autonomy: sexual and reproductive decision-making, decision-making related to healthcare utilization, freedom of movement, and discretion over earned income. We found that participants had limited autonomy in these domains. For example, many women felt pressured by their husbands, families, and communities to become pregnant within three months of marriage; women often needed to seek permission from their husbands before leaving their homes to visit the clinic; and women were frequently prevented from delivering at the hospital by older women in the community. Many of the obstetric fistula patients in our sample had limited autonomy in several or all of the aforementioned domains, and their limited autonomy often led both directly and indirectly to an increased risk of prolonged labor and fistula. Reducing the prevalence of fistula in Malawi requires a broad understanding of the causes of fistula, so we recommend that the relationship between women's autonomy and fistula risk undergo further investigation.

Students' motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach.

PubMed

Standage, Martyn; Duda, Joan L; Ntoumanis, Nikos

2006-03-01

In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p < .001; comparative fit index = .95; incremental fit index = .95, standardized root mean square residual = .077; root mean square error of approximation (RMSEA) = .054 (90% confidence interval of RMSEA = .049 -.060). Specifically, the model showed that students who perceived an autonomy supportive environment experienced greater levels of autonomy, competence, and relatedness and had higher scores on an index of self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.

Brazilian Eratosthenes Project

NASA Astrophysics Data System (ADS)

Langhi, R.; Vilaça, J.

2014-10-01

The objective of Brazilian Eratosthenes Project is the development and application of teaching training actions according the ``docent autonomy" concept to basic Astronomy Education. Argentina coordinates the project in South America, but Brazil works in this project since 2010 with the theme ``Projeto Eratóstenes Brasil" in the homepage: http://sites.google.com/site/projetoerato. Two schools measure a sticks shadow and communicate their results. After, they calculate an average radius of Earth. The stick (gnomon) should stay in vertical position in the leveled ground. Since 2010, the project received hundreds of Brazilian schools with different experiments that were constructed with autonomy, because our site doesn't show some itinerary pre-ready to elaborate the experiments. To collect data for our research, we will use interviews via Skype with the teachers. These data are useful to researches about Science Education area and the Teaching Formation. Teaching professional practice could change and we see modifications in the teachers work, what depends of their realities and context. This project intents to respect the docent autonomy. This autonomy to responsible modifications during continued formation is called ``activist formative model" according Langhi & Nardi (Educação em Astronomia: repensando a formação de professores. São Paulo: Escrituras Editora, 2012). This project discusses about researches in Astronomy Education - still extreme rare in Brazil, when we compare with other areas in Science Education. We believe that actions like this could motivate the students to learn more Astronomy. Furthermore, this national action can be a rich source of data to investigations about teaching formation and scientific divulgation.

Parental overprotection increases sociotropy with gender specificity in parents and recipients.

PubMed

Otani, Koichi; Suzuki, Akihito; Kamata, Mitsuhiro; Matsumoto, Yoshihiko; Shibuya, Naoshi; Sadahiro, Ryoichi; Enokido, Masanori

2012-02-01

There have been few studies which examined the developmental origins of cognitive vulnerability of depression. The purpose of the present study was to examine the effects of parental rearing on sociotropy and autonomy, the personality vulnerability factors in the cognitive theory of depression. The subjects were 416 healthy subjects. Perceived parental rearing was assessed by the Parental Bonding Instrument (PBI), which has care and protection factors, and sociotropy and autonomy were assessed by the Sociotropy-Autonomy Scale. In males, neither sociotropy nor autonomy was affected by paternal rearing or maternal rearing. In females, higher levels of sociotropy were related to higher maternal protection (β=0.308, p<0.01), while autonomy was affected neither by paternal rearing nor by maternal rearing. Parental behaviors not covered by the PBI may affect formation of autonomy. The present study suggests that parental overprotection increases sociotropy with gender specificity in parents and recipients. Copyright © 2011 Elsevier B.V. All rights reserved.

Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning

NASA Astrophysics Data System (ADS)

Jalil, Pasl A.; Abu Sbeih, M. Z.; Boujettif, M.; Barakat, R.

2009-12-01

This work describes a 2-year study in teaching school science, based on the stimulation of higher thinking levels in learning science using a highly student-centred and constructivist learning approach. We sought to shift and strengthen students' positive attitudes towards science learning, self-efficacy towards invention, and achievement. Focusing on an important aspect of student's positive attitude towards learning, their preference (like/dislike) towards independent study with minimal or no teacher interference, which leads to increased learning autonomy, was investigated. The main research was conducted on elementary school students; 271 grade level one (G1; 6 years old) to grade level four (G4; 10 years old) participated in this study. As a result of this study, it was found that: (1) 73% of the students preferred minimal or no explanation at all, favoring to be left with the challenge of finding out what to do, compared to 20% of the control group, indicating a positive attitude shift in their learning approaches. (2) The experimental group achieved slightly more (9.5% difference) than the control group in knowledge-comprehension-level based exam; however, the experimental group scored much higher (63% difference) in challenging exams which required higher thinking levels. (3) The same trend was also observed in self-efficacy toward invention, where 82% of the experimental group saw themselves as possible inventors compared to 37% of the control group.

Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools

NASA Astrophysics Data System (ADS)

Rak, Rosemary C.

The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover; urban high school

Health equality, social justice and the poverty of autonomy.

PubMed

Newdick, Christopher

2017-10-01

How does the concept of autonomy assist public responses to 'lifestyle' diseases? Autonomy is fundamental to bioethics, but its emphasis on self-determination and individuality hardly supports public health policies to eat and drink less and take more exercise. Autonomy rejects a 'nanny' state. Yet, the cost of non-communicable diseases is increasing to individuals personally and to public health systems generally. Health care systems are under mounting and unsustainable pressure. What is the proper responsibility of individuals, governments and corporate interests working within a global trading environment? When public health care resources are unlikely to increase, we cannot afford to be so diffident to the cost of avoidable diseases.

The effect of preceptor role effectiveness on newly licensed registered nurses' perceived psychological empowerment and professional autonomy.

PubMed

Watkins, Chanell; Hart, Patricia L; Mareno, Nicole

2016-03-01

The first year turnover rate for newly licensed registered nurses is roughly 30% and increases to about 57% in the second year (Twibell et al., 2012). An effective preceptorship has been shown to better facilitate the first year transition (Hodges et al., 2008) and increase retention rates (Pine and Tart, 2007). The purpose of this study was to examine the relationships between newly licensed registered nurses' perceived preceptor role effectiveness, psychological empowerment and professional autonomy. A prospective, cross-sectional, descriptive research design was used. Sixty-nine newly licensed registered nurses were recruited and surveyed. Newly licensed registered nurses were found to have moderately high levels of perceived preceptor role effectiveness, psychological empowerment, and professional autonomy. Preceptor role effectiveness had significant, moderately, positive relationships with professional autonomy and psychological empowerment. There was also a significant relationship found between professional autonomy and psychological empowerment. Results show that preceptor role effectiveness is linked to increased professional autonomy and psychological empowerment. Therefore, effective preceptorships are necessary in easing the newly licensed registered nurse's transition to practice. Strategies to ensure effective preceptorships and enhance the NRLN's transition to practice are proposed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Autonomy and Firefighting: Perceived Competence and Stress.

PubMed

Chiang, Evelyn S; Baley, John; Ponder, Joy; Padilla, Miguel A

2016-12-01

In workplace settings, autonomy is implicated in employee motivation as well as supervisor autonomy support. As a profession of risk, firefighters may experience greater levels of stress. A self-determination paradigm was applied to the firefighter workplace. Of particular interest were perceived competence (to perform job duties) and the experience of stress. Firefighters' levels of autonomous and controlled regulation were surveyed, along with their perceptions of the autonomy support of their immediate supervisor. Autonomous regulation was positively related to perceived competence, whereas controlled regulation was negatively related. Higher levels of controlled regulation were also connected with greater stress. In contrast, greater perceived autonomy support was associated with decreased stress. Both perceived competence and stress are related to firefighter motivation and autonomy support. Recommendations are offered to increase autonomy support by chief officers.

Social psychological processes in family and school: more evidence on their relative etiological significance for bullying behavior.

PubMed

Idsoe, Thormod; Solli, Elin; Cosmovici, Elena Maria

2008-01-01

This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self-reported data were collected from a representative sample of Norwegian eighth graders (N=2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers. Copyright 2008 Wiley-Liss, Inc.

Overprotective social support leads to increased cardiovascular and subjective stress reactivity.

PubMed

Zniva, Richard; Pauli, Paul; Schulz, Stefan M

2017-02-01

Self-determination theory suggests that autonomy-enhancing social support helps individuals to perceive stressors as challenging rather than stressing. Overprotective support may reduce stress in the short-run but undermines autonomy, thus hampering stress-coping in the long run, particularly when social support is terminated. Heartrate, blood-pressure and ratings were examined in N=44 undergraduate students receiving autonomy support (calculation steps) or overprotection (solutions) from a close friend or no support for solving arithmetic tasks as well as during a subsequent stress-challenge (solving arithmetic tasks alone). Overprotection resulted in increased heartrate, diastolic blood-pressure, stress ratings, and decreased subjective control during stress-challenge. Autonomy support did not lead to unfavorable stress responding. The current findings are in line with assumptions derived from self-determination theory and indicate that autonomy support can help to prevent stress. Overprotection does not buffer stress and is associated with increased stress when discontinued. Copyright © 2016 Elsevier B.V. All rights reserved.

Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-age women.

PubMed

Moustaka, Frederiki C; Vlachopoulos, Symeon P; Kabitsis, Chris; Theodorakis, Yannis

2012-01-01

The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior. 35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style. The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality. The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.

Perceived Autonomy Support in the NIMH RAISE Early Treatment Program.

PubMed

Browne, Julia; Penn, David L; Bauer, Daniel J; Meyer-Kalos, Piper; Mueser, Kim T; Robinson, Delbert G; Addington, Jean; Schooler, Nina R; Glynn, Shirley M; Gingerich, Susan; Marcy, Patricia; Kane, John M

2017-09-01

This study examined perceived support for autonomy-the extent to which individuals feel empowered and supported to make informed choices-among participants in the Recovery After an Initial Schizophrenia Episode Early Treatment Program (RAISE ETP). The aims of this study were to evaluate whether NAVIGATE, the active treatment studied in RAISE ETP, was associated with greater improvements in perceived autonomy support over the two-year intervention, compared with community care, and to examine associations between perceived autonomy support and quality of life and symptoms over time and across treatment groups. This study examined perceived autonomy support among the 404 individuals with first-episode psychosis who participated in the RAISE ETP trial (NAVIGATE, N=223; community care, N=181). Three-level conditional linear growth modeling was used given the nested data structure. The results indicated that perceived autonomy support increased significantly over time for those in NAVIGATE but not in community care. Once treatment began, higher perceived autonomy support was related to higher quality of life at six, 12, and 18 months in NAVIGATE and at 12, 18, and 24 months in community care. Higher perceived autonomy support was related to improved scores on total symptoms and on excited symptoms regardless of treatment group and time. Overall, perceived autonomy support increased in NAVIGATE but not for those in community care and was related to improved quality of life and symptoms across both treatment groups. Future research should examine the impact of perceived autonomy support on a wider array of outcomes, including engagement, medication adherence, and functioning.

Emerging Adults with Type 1 Diabetes during the First Year Post-High School: Perceptions of Parental Behaviors

PubMed Central

Hanna, Kathleen M.; Weaver, Michael T.; Stump, Timothy E.; Guthrie, Diana; Oruche, Ukamaka M.

2014-01-01

Among 182 emerging adults with type 1 diabetes (93% White and 57% female), changes during the year post-high school were examined in perceptions of diabetes-specific conflict with parents, parent-youth shared responsibility, parental tangible aid, and parental autonomy support, as well as the moderating effects of living situation, gender, years with diabetes, and glycemic control. A linear mixed effects model, controlling for baseline values, tested the changes in and relationships among these variables over time. Changes over time in parent-youth conflict were moderated by living independently of parents; autonomy support and shared responsibility were moderated by years with diabetes; and tangible aid was moderated by glycemic control. Future longitudinal research needs to examine whether changes in parental behaviors lead to positive or negative diabetes outcomes among these emerging adults with diabetes. PMID:25019036

A Reconfigurable Testbed Environment for Spacecraft Autonomy

NASA Technical Reports Server (NTRS)

Biesiadecki, Jeffrey; Jain, Abhinandan

1996-01-01

A key goal of NASA's New Millennium Program is the development of technology for increased spacecraft on-board autonomy. Achievement of this objective requires the development of a new class of ground-based automony testbeds that can enable the low-cost and rapid design, test, and integration of the spacecraft autonomy software. This paper describes the development of an Autonomy Testbed Environment (ATBE) for the NMP Deep Space I comet/asteroid rendezvous mission.

Towards a World in which Many Worlds Fit? Zapatista Autonomous Education as an Alternative Means of Development

ERIC Educational Resources Information Center

Shenker, Sarah Dee

2012-01-01

This paper examines the Zapatista schools which arose in 1996 in the state of Chiapas in Mexico as a pillar of Zapatista autonomy and also as a result of the indigenous communities' dissatisfaction with the government's bilingual education programme. Based on ethnographic field work, the author reveals the objectives of the schools as being the…

Teacher Autonomy in Times of Standardised Lesson Plans: The Case of a Primary School Language and Mathematics Intervention in South Africa

ERIC Educational Resources Information Center

Shalem, Yael; De Clercq, Francine; Steinberg, Carola; Koornhof, Hannchen

2018-01-01

Standardised curriculum or standardized lesson plans (SLPs) have become an accepted strategy to support and improve instructional practices in schools worldwide. These standardised lesson plans (SLPs) were criticized in the 1970s and 1980s for deskilling the teaching profession and reducing the work of teachers to that of mere technicians. This…

Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

ERIC Educational Resources Information Center

Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

2014-01-01

In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

ERIC Educational Resources Information Center

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-01-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

Teachers' Professional Orientation: An Empirical Examination of the Construct Validity Using the Results of Large-Scale Factor Analyses.

ERIC Educational Resources Information Center

Chauvin, Sheila W.; Ellett, Chad D.

The construct validity of the Attitudes of Professional Autonomy (APA) as a proxy measure of professional orientation was studied. The sample consisted of all teachers in 94 schools in 6 districts in Louisiana, closely representing the statewide distribution of all schools by level and socioeconomic status. Usable data were received from 1,921…

When Is a School Environment Perceived as Supportive by Beginning Mathematics Teachers? Effects of Leadership, Trust, Autonomy and Appraisal on Teaching Quality

ERIC Educational Resources Information Center

Blömeke, Sigrid; Klein, Patricia

2013-01-01

This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of teaching quality were how the teachers, who were in their third year in the profession, regarded themselves able to cope with the…

The Internalization of Jewish Values by Children Attending Orthodox Jewish Schools, and Its Relationship to Autonomy-Supportive Parenting and Adjustment

ERIC Educational Resources Information Center

Cohen, Lori R.; Milyavskaya, Marina; Koestner, Richard

2009-01-01

The present study examined the way in which children attending Orthodox Jewish schools internalize the value of both their Jewish studies and secular studies, as well as the value of Jewish cultural practices. A distinction was made between identified internalization, where children perceive Jewish studies and Jewish culture to be an important…

Abusive supervision, psychosomatic symptoms, and deviance: Can job autonomy make a difference?

PubMed

Velez, Maria João; Neves, Pedro

2016-07-01

Recently, interest in abusive supervision has grown (Tepper, 2000). However, little is still known about organizational factors that can reduce its adverse effects on employee behavior. Based on the Job Demands-Resources Model (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001), we predict that job autonomy acts as a buffer of the positive relationship between abusive supervision, psychosomatic symptoms and deviance. Therefore, when job autonomy is low, a higher level of abusive supervision should be accompanied by increased psychosomatic symptoms and thus lead to higher production deviance. When job autonomy is high, abusive supervision should fail to produce increased psychosomatic symptoms and thus should not lead to higher production deviance. Our model was explored among a sample of 170 supervisor-subordinate dyads from 4 organizations. The results of the moderated mediation analysis supported our hypotheses. That is, abusive supervision was significantly related to production deviance via psychosomatic symptoms when job autonomy was low, but not when job autonomy was high. These findings suggest that job autonomy buffers the impact of abusive supervision perceptions on psychosomatic symptoms, with consequences for production deviance. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of a school reform on longitudinal stability of students' preferences with regard to education.

PubMed

Könings, Karen D; Brand-Gruwel, Saskia; Elen, Jan

2012-09-01

Students' perspective on education is of crucial importance for its effectivity, but students' opinions are seldom acknowledged by teachers and designers. Student participation in the educational design process could be a suitable tool to better take students' preferences into account. However, for effective participatory design, it is necessary to know whether students have stable preferences for the design of their education. Changeability of preferences would require a more continuing design process allowing continuous adaptations. This longitudinal survey study aimed to determine the changeability over time of students' preferences for different aspects of a learning environment. Additionally, causes of possible changes in preferences are investigated. The participants were 1,335 high school students of five schools for secondary education in the Netherlands, joining this study during a period of 2 years. Data about students' preferences were collected at three moments, using the Inventory of Perceived Study Environment Extended. Learning-related student characteristics, such as processing strategies and motivational orientations, were measured with the Inventory of Learning Styles. Additionally, data on learning performances were collected. The results showed stability on preferences for almost all studied characteristics of the learning environment. Particularly remarkable was a drop in desirability for student autonomy. This was larger for students with a certificate-oriented motivation and smaller for self-regulated students. Additionally, poorly performing students had a larger decrease in preference for autonomy. The stability on most aspects supports that participatory design might result in fairly stable instructional designs, although caution is needed with respect to student autonomy. ©2011 The British Psychological Society.

Increasing autonomy in publically owned services.

PubMed

Cameron, Ailsa; Allen, Pauline; Williams, Lorraine; Durand, Mary Alison; Bartlett, Will; Perotin, Virginie; Hutchings, Andrew

2015-01-01

The purpose of this paper is to explore government efforts to enhance the autonomy of community health services (CHS) in England through the creation of Foundation Trusts status. It considers why some CHS elected to become nascent Community Foundation Trusts (CFTs) while others had not and what advantages they thought increased levels of autonomy offered. Data are drawn from the evaluation of the Department of Health's CFT pilot programme. Participants were purposively selected from pilot sites, as well as from comparator non-pilot organisations. A total of 44 staff from 14 organisations were interviewed. The data reveals that regardless of the different pathways that organisations were on, they all shared the same goal, a desire for greater autonomy, but specifically within the NHS. Additionally, irrespective of their organisational form most organisations were considering an almost identical set of initiatives as a means to improve service delivery and productivity. Despite the expectations of policy makers no CFTs were established during the course of the study, so it is not possible to find out what the effect of such changes were. Nevertheless, the authors were able to investigate the attitudes of all the providers of CHS to the plans to increase their managerial autonomy, whether simply by separating from PCTs or by becoming CFTs. As no CFTs have yet been formed, this study provides the only evidence to date about increasing autonomy for CHS in England.

Cadaver-Based Simulation Increases Resident Confidence, Initial Exposure to Fundamental Techniques, and May Augment Operative Autonomy.

PubMed

Kim, Steven C; Fisher, Jeremy G; Delman, Keith A; Hinman, Johanna M; Srinivasan, Jahnavi K

Surgical simulation is an important adjunct in surgical education. The majority of operative procedures can be simplified to core components. This study aimed to quantify a cadaver-based simulation course utility in improving exposure to fundamental maneuvers, resident and attending confidence in trainee capability, and if this led to earlier operative independence. A list of fundamental surgical procedures was established by a faculty panel. Residents were assigned to a group led by a chief resident. Residents performed skills on cadavers appropriate for PGY level. A video-recorded examination where they narrated and demonstrated a task independently was then graded by attendings using standardized rubrics. Participants completed surveys regarding improvements in knowledge and confidence. The course was conducted at the Emory University School of Medicine and the T3 Laboratories in Atlanta, GA. A total of 133 residents and 41 attendings participated in the course. 133 (100%) participating residents and 32 (78%) attendings completed surveys. Resident confidence in completing the assigned skill independently increased from 3 (2-3) to 4 (3-4), p < 0.01. Residents stated that a median of 40% (interquartile range: 20%-60%) of procedures were performed for the first time in the course, and the same number had been performed only in the course. The percentage of skills attendings believed residents could perform independently increased from 40% (40%-60%) to 60% (60%->80%), p < 0.04. Attendings were more likely to grant autonomy in the operating room after this exercise (4 [3-5]). A cadaveric skills course focused on fundamental maneuvers with objective confirmation of success is a viable adjunct to clinical operative experience. Residents were formally exposed to fundamental surgical maneuvers earlier as a result of this course. This activity improved both resident and attending confidence in trainee operative skill, resulting in increased attending willingness to grant a higher level of autonomy in the operating room. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Parenting and adolescent self-regulation.

PubMed

Purdie, Nola; Carroll, Annemaree; Roche, Lawrence

2004-12-01

This study examined the relationship between adolescents' academic and non-academic self-regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self-efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate correlation (r = 0.63) between academic and non-academic SR. Adolescents and their parents differed significantly in their perceptions of parenting behaviours, with parents rating themselves higher than their children on Involvement, Autonomy Granting, and Strictness behaviours. A model of the relationships between the constructs was developed showing a strong path from parent self-efficacy to both academic and non-academic SR via high parental Involvement (as perceived by adolescents). Strict parenting and the granting by parents of psychological autonomy to their adolescent children did not appear to be important in the development of young people's self-regulatory behaviours.

Same but different: Comparative modes of information processing are implicated in the construction of perceptions of autonomy support.

PubMed

Lee, Rebecca Rachael; Chatzisarantis, Nikos L D

2017-11-01

An implicit assumption behind tenets of self-determination theory is that perceptions of autonomy support are a function of absolute modes of information processing. In this study, we examined whether comparative modes of information processing were implicated in the construction of perceptions of autonomy support. In an experimental study, we demonstrated that participants employed comparative modes of information processing in evaluating receipt of small, but not large, amounts of autonomy support. In addition, we found that social comparison processes influenced a number of outcomes that are empirically related to perceived autonomy support such as sense of autonomy, positive affect, perceived usefulness, and effort. Findings shed new light upon the processes underpinning construction of perceptions related to autonomy support and yield new insights into how to increase the predictive validity of models that use autonomy support as a determinant of motivation and psychological well-being. © 2017 The British Psychological Society.

"Dancing in a Cage": Changing Autonomy in Chinese Higher Education

ERIC Educational Resources Information Center

Yang, Rui; Vidovich, Lesley; Currie, Jan

2007-01-01

In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empirical study of changing autonomy in Chinese…

Patient autonomy and choice in healthcare: self-testing devices as a case in point.

PubMed

Greaney, Anna-Marie; O'Mathúna, Dónal P; Scott, P Anne

2012-11-01

This paper aims to critique the phenomenon of advanced patient autonomy and choice in healthcare within the specific context of self-testing devices. A growing number of self-testing medical devices are currently available for home use. The premise underpinning many of these devices is that they assist individuals to be more autonomous in the assessment and management of their health. Increased patient autonomy is assumed to be a good thing. We take issue with this assumption and argue that self-testing provides a specific example how increased patient autonomy and choice within healthcare might not best serve the patient population. We propose that current interpretations of autonomy in healthcare are based on negative accounts of liberty to the detriment of a more relational understanding. We also propose that Kantian philosophy is often applied to the healthcare arena in an inappropriate manner. We draw on the philosophical literature and examples from the self-testing process to support these claims. We conclude by offering an alternative account of autonomy based on the interrelated concepts of relationality, care and responsibility.

What deserves our respect? Reexamination of respect for autonomy in the context of the management of chronic conditions.

PubMed

Enzo, Aya; Okita, Taketoshi; Asai, Atsushi

2018-05-29

The global increase in patients with chronic conditions has led to increased interest in ethical issues regarding such conditions. A basic biomedical principle-respect for autonomy-is being reexamined more critically in its clinical implications. New accounts of this basic principle are being proposed. While new accounts of respect for autonomy do underpin the design of many public programs and policies worldwide, addressing both chronic disease management and health promotion, the risk of applying such new accounts to clinical setting remain understudied. However, the application of new accounts of respect for autonomy to clinical settings could support disrespectful attitudes toward or undue interference with patients with chronic conditions. Reconsidering autonomy and respect using Kantian accounts, this paper proposes respect for persons as an alternative basic bioethical principle to respect for autonomy. Unlike the principle of respect for persons in the Belmont Report, our principle involves respecting any patient's decisions, behaviors, emotions, or life-style regardless of his or her "autonomous" capabilities. Thus, attitudes toward patients should be no different irrespective of the assessment of their decisional or executive capabilities.