Browsing by Subject "schools"

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  • Hinke Dobrochinski Candido, Helena (2020)
    This paper investigates datafication in schools through an analysis of the enactments of quality assurance and evaluation (QAE) policies in Brazil. In doing so, I question how data permeates and changes school environments, school actors’ conduct and their imaginaries. QAE policies encompass largescale assessments, indicators, rankings and other steering mechanisms, but importantly connect data to quality in education. Here, I analyse the discourses of school actors (principals, coordinators, supervisors, teachers, students and parents) from three Brazilian public schools collected through semi-structured interviews (n = 28). Data manifests in those schools as a technology of government. Schools enact QAE policies in distinct ways, incorporating the idea of governmentality, but also proposing alternative patterns of action.
  • Nyholm, Seija (2008)
    Job satisfaction is one of the most widely studied topics in organisational research. Research on the antecedents of job satisfaction has been motivated by two reasons historically. Some have considered satisfied workers desirable because they were allegedly more productive and cooperative, while others have seen the well-being of the satisfied worker as an end in itself. The effect of social capital on job satisfaction is a less researched topic. Growing interest in the role that social capital plays in organisations, however, has also focused attention on social capital’s effect on the individual worker. This study examines the effect social capital has on an individual’s job satisfaction and begins with the basic assumption that social capital increases satisfaction with one’s job. Job satisfaction is treated as a multi-faceted phenomenon with intrinsic and extrinsic dimensions. Social capital—the resources that exist in the social relations between actors—is examined first using Coleman’s (1988) theory and second using social network analysis. Social network analysis allows for a more detailed look at the different effects network structure and content have on an individual’s job satisfaction, and this part of the study draws on the findings of Flap and Völker (2001) that social capital is goal specific. The empirical data was collected in 2005 using a written questionnaire. Respondents were the 51 staff members at The English School in Helsinki, a semi-private bilingual school that was founded in 1945 to teach English and Anglo-Saxon culture to Finnish children. The methods employed are quantitative, including factor analysis, linear regression analysis, and social network analysis. Information on four types of social networks was collected: friendship, communication, influence, and advice. An outstanding result of the study is that social capital does increase job satisfaction in general. All aspects of social capital, especially trust, are positively related to the global measure of job satisfaction. When job satisfaction is divided into extrinsic and intrinsic facets, social capital continues to show a positive relationship with job satisfaction. The trust aspect of social capital increases instrumental job satisfaction, while the information aspect increases the social facet of job satisfaction. The norms aspect is also positively related to the job satisfaction facets. Only in the case of reciprocity is a negative relationship found between reciprocity and the social facet of job satisfaction. Furthermore, an examination of staff members’ social networks revealed that content is as important as structure, and that the relationship between social capital and job satisfaction is not always positive. Of the four networks, a staff member’s prominence in the school’s friendship network has an overwhelmingly positive effect on all facets of job satisfaction and on the global measure of job satisfaction. The results for the other three networks are not as clear-cut, but a prominent position in the influence network is mostly positively related to job satisfaction, while prominence in the communication and advice networks is mostly negatively related to job satisfaction. In addition, the direction of the relationship matters. For the friendship network, having many others to turn to for emotional support increases job satisfaction, while the opposite—being someone others turn to—is the direction that affects satisfaction in the communication, advice, and influence networks. The results show that social network analysis proves to be a useful tool for refining our understanding of the effect of social capital on job satisfaction.
  • Reyes-Garcia, Victoria; Pyhälä, Aili; Diaz-Reviriego, Isabel; Duda, Romain; Fernandez-Llamazares Onrubia, Alvaro; Gallois, Sandrine; Gueze, Maximilien; Napitupulu, Lucentezza (2016)
    Researchers have analysed whether school and local knowledge complement or substitute each other, but have paid less attention to whether those two learning models use different cognitive strategies. In this study, we use data collected among three contemporary hunter-gatherer societies with relatively low levels of exposure to schooling yet with high levels of local ecological knowledge to test the association between i) schooling and ii) local ecological knowledge and verbal working memory. Participants include 94 people (24 Baka, 25 Punan, and 45 Tsimane') from whom we collected information on 1) schooling and school related skills (i.e., literacy and numeracy), 2) local knowledge and skills related to hunting and medicinal plants, and 3) working memory. To assess working memory, we applied a multi-trial free recall using words relevant to each cultural setting. People with and without schooling have similar levels of accurate and inaccurate recall, although they differ in their strategies to organize recall: people with schooling have higher results for serial clustering, suggesting better learning with repetition, whereas people without schooling have higher results for semantic clustering, suggesting they organize recall around semantically meaningful categories. Individual levels of local ecological knowledge are not related to accurate recall or organization recall, arguably due to overall high levels of local ecological knowledge. While schooling seems to favour some organization strategies this might come at the expense of some other organization strategies.
  • Keskinen, Suvi (Routledge, 2018)
    Routledge Critical Studies in Gender and Sexuality in Education
    This chapter focuses on how minority young people search for ways to build their lives, gain respectability and perform agency in a societal context characterized by the previously mentioned processes. It also focuses on the gendered and sexualized aspects of racism, as they are lived out by young people in a multi-ethnic suburb in Finland, and the different strategies they develop to question, ignore and disturb practices. The chapter examines the interviews with young people who have one or two parents born outside Finland. It also examines how gendered racism shapes the conditions in which racialized minority youth live their everyday lives and how the young people challenge, ignore and disturb such discourses and practices. The concept "territorial stigmatization" also rightly points to the importance of media coverage in the establishment of othering narratives of the residence areas where ethnic/racial and class-bound inequalities merge.
  • Savolainen, Dominic (Helsingin yliopisto, 2021)
    This study attempts to discover the best predictors of mathematics and language learning outcomes across Kenya, Mozambique, Nigeria, Uganda, and Tanzania by analysing World Bank SDI data and using machine learning methods for variable selection purposes. Firstly, I use the SDI data to show the current fragilities in the quality of education service delivery, while also highlighting deficiencies in student learning outcomes. Then, I use CV Lasso, Adaptive Lasso, and Elastic Net regularisation methods to help discover the best predictors of learning outcomes. While the results from the regularisation methods show that private schools, teacher subject knowledge, and teacher pedagogical skills are good predictors of learning outcomes in a sample combining observations from Kenya, Mozambique, Nigeria, Uganda, and Tanzania, the results fail to infer causality by not distinguishing if unobservable factors are driving the results. To quantify the relationship of key predictors, and for statistical significance testing purposes, I then conduct subsequent OLS analysis. Despite not expecting the true partial derivative effects to be identical to the OLS coefficients presented in this study, this study highlights deficiencies in education service delivery and applies methods which help select key predictors of learning outcomes across the sampled schools in the SDI data.