Challenge 325 ~ Always Anything Goes

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Veronica

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Lisa 

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Dimensions of School Environment: Literature Reiew

(This piece is directly lifted from a paper I wrote on School environment. Readers may find it difficult to locate its context and background. The review identified some of the dimensions of school environment such as leadership, affiliation (collegial relationship), collegial support, resource adequacy, and student support.)

Pioneering works on school environment were done by Moos (1974). Moos’ studies on school environment followed after his studies on work environment in different places like hospital wards, prisons, military companies, university residences and work milieus. Through his work in a variety of environments, Moos (1974) developed the Work Environment Scale (WES) which was later modified to School Level Environment Questionnaire (SLEQ) to make it suitable to study school environment (Fraser, Docker & Fisher, 1989).

Moos considered school solely in terms of the perceptions of their inhabitants in a framework of person-milieu interaction (Fraser & Rentoul, 1982). Moos viewed that the perceptions of the inhabitants are the raw materials in the measurement of environment, and contrasts with the use of direct observation techniques which report researchers' perspectives. It is within this framework that several studies using the school level environment questionnaire were conducted with the aim of improving the school environment. For example, Fisher and Fraser (1991) investigated 109 primary and high schools teachers’ perceptions of their school environments. They found that primary teachers held more favorable perceptions of their school environment than did high school teachers. Previously, Fisher and Fraser (1990) presented the validity and reliability of each of the SLEQ scales, and offered a case study that used the SLEQ to improve school environment. They indicated that school environment could be improved by harmonizing the level of teachers’ actual and ideal perceptions of their school environments. Furthermore, Dorman and Fraser (1996) used a modified SLEQ to investigate the differences between Catholic and government school environments. With a considerably large sample of 208 science and religion teachers from 32 schools, they maintained that Catholic school teachers viewed their schools as more empowering and higher on school climate in Indonesian Junior Secondary Schools than government school teachers did. More recently, Templeton and Johnson (1998) have employed the SLEQ to assess school environment of an urban school in the USA to clarify factors that play roles in developing a safer school environment. They indicated that teachers desired more student support, more resources and less work pressure as conditions of a “safer” school environment. In the Indonesian educational context, Irianto (2002) used the Indonesian version of the modified SLEQ to measure working environment at The Centre for Development and In-service for Science Teachers in Indonesia. He documented that trainers in this institution perceived positively their working environments on five scales, namely, Affiliation, Professional Interest, Mission Consensus, Empowerment, and Innovation and viewed less favorable Resource Adequacy and Work-Pressure scales.

Other studies have investigated the effect of leadership, collegial support, resource adequacy, and student support, on school environment. In the leadership aspect, Leithwood (1990) stated that leadership style is an important variable that shape a school environment and hence the teachers’ behavior. He advised school administrators to create an integrative environment where everybody in the school is made to feel important and everybody’s opinion is respected by involving all the teachers in the decision making process. He cautioned that when teachers are not part of the decision-making process they feel depersonalized, unsupported and a reduced sense of personal accomplishment. Such leadership practice he said creates a compartmentalized school environment where teachers are seen as separate working group from the administrators. On the other hand Al-Safran, Brown & Wiseman (2013) found that the integrative principal leadership style is found to encourage and create a cooperative school environment for better school outcome than schools with authoritative principals. They also stated that cooperation and collaboration among teachers takes place more in schools run by integrative principals than schools run by authoritative principals.

Collegial relationship, which in this study is referred to as ‘Affiliation’ is an important element of school environment. Fullan (2001) stated that a good relationships with colleagues results in a harmonious school atmosphere. Schonfeld (1990) studied the effect of social support from colleagues on teachers’ psychological symptoms of stress and job-related morale. He found that greater colleague support was significantly correlated with lower levels of depression, less psycho-physiologic symptoms, and greater job satisfaction. King and Peart (1992) also found that teachers who indicated good relationships with their colleagues tended to be highly satisfied with teaching. Jacobsson, Pousette & Thylfors (2001) reported a significant but low correlation between colleague support and emotional exhaustion, irritation, stress, and work demands. These results reinforced the beneficial effects of good relationships with colleagues and a harmonious school atmosphere, supporting Sarason’s (1993) contentions. Sarason maintained that good collegial conditions contributed to a healthy school environment, where teachers could grow and learn and where they could create and sustain conditions that were necessary for productive learning in their students.

Another variable of school environment widely investigated is student support. Unsupportive student behaviors have been repeatedly linked to negative school environments and teacher stress (Ingersol, 2003; Naylor, 2001; Wisniewski & Gargiulo, 1997). Schonfeld’s (1990) study indicated a strong correlation between student disruptive behavior and teacher depression and psychophysiologic symptoms. Charles and Senter cited in Ding, Li, Li and Kulm (2008) also reported that inappropriate student behavior impacts learning and teaching. It wastes classroom time, distracts students from learning and teachers from teaching, lessens students’ motivation and causes students’ and teachers’ stress. In a study done on 1386 secondary teachers working in Spanish schools, disruptive behavior has been found as a major source of teachers’ stress and annoyance (López, Santiago, Godas, Castro, Villardfrancos & Ponte, 2008). Furthermore, students’ disruptive behaviors can provoke negative feelings in teachers such as frustration and lack of confidence. As a result, teachers become too stressed to make the right decisions (Arbuckle & Little, 2004; Thompson & Webber, 2008). For instance, teachers sometimes give up on disruptive students, remove them from their classes and let others deal with them (Egyed and Short, 2006).

Resources have also been considered as an important element of school environment. Nelson & Simmons (2003) stated that when schools have adequate resources to meet work demands, manageability of the job is increased. On the other hand, inadequate resources will make work demands and pressures to be unmanageable (Taris, Peeters, LeBlanc, Schreurs & Schaufel, 2001). Hargreaves (1994) discussed the changing world of teaching where increased work demands are enhanced by reduced time, resources, and professional development opportunities. Drago, Caplan, Costanza, Brubaker, Cloud, Harris, Kashlan and Riggs (1999) suggested that the “doing more with less” was a mirroring of societal trends which place higher expectations and higher stress on employees. When circumstances at work prevent the acquisition of needed resources, Shirom (2003) theorized that stress is more likely and that the job demand-resource link is strongly related to emotional exhaustion. Naylor’s (2001) analysis of the qualitative data gathered on the work life of 1,500 teachers indicated that even the most basic resources were not adequately supplied. Some teachers spoke of purchasing their own supplies to meet students’ needs. Naylor reported that without needed resources teacher work load is increased, and their struggle to manage becomes more difficult.

As for local literature, there is paucity of research linking school environment and teachers behavior. Only few studies have emohasized on school environment. In his study on ‘Factors Affecting Effective Educational Organization in Bhutan’ Dorji (2009) suggested that for schools to function as affective organizations the employees (teachers) should function in a work environment conducive to outstanding productivity. He also points that administrative support; transparent leadership, good student behavior and positive school environment and teacher independence are factors that promote the morale of teachers thereby increasing their enthusiasm for their work. The Bhutan education blueprint (2014) states that during the focus group discussions, teachers expressed that poor working environment affected their motivation level. Together, both local and international literature suggests that the importance creating a positive school environment to facilitate improvement in teacher effectiveness.

References

References

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Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and

management of disruptive classroom behavior during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4, 59-70.

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Ding, M., Li, Y., Li, X., &Kulm, G. (2008). Chinese teachers’ perceptions of students’

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Drago, R., Caplan, R., Costanza, D., Brubaker, T., Cloud, D., Harris, N., Kashlan, R., & Riggs,

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Hargreaves, A. (1994). The changing world of teaching in the 1990s: Helping teachers make

change themselves. Orbit, 25 (4), 2-5.

Ingersol, R.M. (2003). Who Controls teachers’ work? Power and accountability in America’s

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Irianto, B. (2002). An investigation of current problems facing the science teachers' development

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Bhutan: Reality and opportunities. Bhutan.

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Shirom, A. (2003). Feeling vigorous at work? The construct of vigor and the study of positive

affect in organizations. Research in occupational stress and well-being, 3, 135-164.

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Sciences & Education,3(2), 71-79.

Waiting on Wednesday: Magic Binds (Kate Daniels #9)

Waiting on Wednesday is a meme hosted by Jill of Breaking the Spine! This week I am waiting for the release of Magic Binds, the ninth book in the Kate Daniels series.

Magic Binds by Ilona Andrews
Publish date: September 20, 2016
Publisher: Ace

The Kate Daniels series is one my favorite urban fantasy series. It has a great combination of wonderful characters, a complex world, humor, romance, and fantasy. If you haven't read this series yet you are missing out! 

Kate and the former Beast Lord Curran Lennart are finally making their relationship official. But there are some steep obstacles standing in the way of their walk to the altar…

Kate’s father, Roland, has kidnapped the demigod Saiman and is slowly bleeding him dry in his never-ending bid for power. A Witch Oracle has predicted that if Kate marries the man she loves, Atlanta will burn and she will lose him forever. And the only person Kate can ask for help is long dead.

The odds are impossible. The future is grim. But Kate Daniels has never been one to play by the rules.

Winner & Top 3 323 Plus Re-draw for 321

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120. Jennifer Bradley

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Here's the Top 3...

20. Deonna B

81. Vannessa

176. Snowflakes and Lilies

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16. Creating with Olga

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Ms. Marvel Mini Reviews: Vol. 2-4

  I absolutely adore G. Willow Wilson's Ms. Marvel graphic novel series. While the series may not be of the award winning quality of comics such as Alan Moore's Watchmen or Frank Miller's Batman: The Dark Knight Returns, it is undoubtedly revolutionary. In Wilson's re-imaging of the famous female heroine, Ms. Marvel is a Pakistani, Muslim teen, which is revolutionary especially when our media only show oppressed Pakistani women. Ms. Marvel refreshingly blends cultural identity, religion, and the normal hijinks of a superhero.

Description: Who is the Inventor, and what does he want with the all-new Ms. Marvel and all her friends? Maybe Wolverine can help! If Kamala can stop fan-girling out about meeting her favorite super hero, that is. Then, Kamala crosses paths with Inhumanity -- by meeting the royal dog, Lockjaw! But why is Lockjaw really with Kamala? As Ms. Marvel discovers more about her past, the Inventor continues to threaten her future. Kamala bands together with some unlikely heroes to stop the maniacal villain before he does real damage, but has she taken on more than she can handle? And how much longer can Ms. Marvel's life take over Kamala Khan's? Kamala Khan continues to prove why she's the best (and most adorable) new super hero there is!

Review: In the second volume of Ms. Marvel, Kamala is still adjusting to her new role as a superhero. She is not quite comfortable with her powers, but she is trying. She is also trying to figure out her identity from her familial obligations of being a daughter, her obligations to her faith, and to her responsibilities of as a superhero. I love the inclusion of Kamala's traditional Pakistani family and Wilson not shying away from including religion in the graphic novel such as showing Kamala going to the mosque and asking her imam for guidance. These depictions may not seem like a big deal for me, a reader that shares these similarities with the protagonist, but those who are unfamiliar with the religion and culture it is a striking contrast of what they see in media. This banality is what I think makes the Ms. Marvel series powerful and necessary.
  Along with the character development of Kamala, we are treated with the special appearance of Wolverine and their shared adventure, which was a lot of fun to read. Wolverine knows a thing or two about being an outsider and gives Kamala reassurance that she will figure everything out. It was really cute seeing Kamala become a fangirl. I also adored Kamala's helper, a gigantic bull dog.
 This volume wraps up with Kamala saving the day from a villain called the Inventor, who is sucking the youth out of the teens and giving their life energy to the older generations, which is the graphic novel's weakest point. The villain is just not menacing enough and the ending does take a little dive into cheesy and preaching area, but it didn't deem my enjoyment when reading the graphic novel.

Rating: 4 stars

Words of Caution: There is some minor language. Suitable for middle grade readers and up.

Description: Love is in the air in Jersey City as Valentine’s Day arrives! Kamala Khan may not be allowed to go to the school dance, but Ms. Marvel is! Well sort of--by crashing it in an attempt to capture Asgard’s most annoying trickster! Yup, it’s a special Valentine’s Day story featuring Marvel’s favorite charlatan, Loki! And when a mysterious stranger arrives in Jersey City, Ms. Marvel must deal with...a crush! Because this new kid is really, really cute. What are these feelings, Kamala Khan? Prepare for drama! Intrigue! Romance! Suspense! Punching things! All this and more! The fan-favorite, critically acclaimed, amazing new series continues as Kamala Khan proves why she’s the best (and most adorable) new super hero there is! Plus, see what happens when S.H.I.E.L.D. agent Jemma Simmons goes undercover at Kamala’s school!

Review: In the third volume of Ms. Marvel, Kamala is diving into the trouble waters of romance in the graphic novel's Valentine's Day theme. Bruno, Kamala’s buddy who works in the local store, is pining for Kamala but he can't seem to get out of the friend-zone. While I ship Bruno and Kamala together, there are a lot of obtacles in their way such as culture, race, and religion. I am really curious how Wilson will address these issues is she does decide to go this route. It is clear that Kamala is expected to marry someone Pakistani and then she is actually swept off her feet by a seemingly perfect Kamran who not only meets her parents' expectations but also match in Kamala's interests too. While the romance is cute, it was pretty easy to see that Kamran was just too perfect and when his real motives are revealed I wasn't too surprised. I was actually more interested to see how this romance will further develop Kamala's identity. My favorite part of the graphic novel is actually the introduction of Loki, who in my opinion stole the show. I really wanted to him to stay longer than his brief stint.

Rating: 4 stars

Words of Caution: There is some minor language. Suitable for middle grade readers and up.

Description: From the moment Kamala put on her costume, she's been challenged. But nothing has prepared her for this: the last days of the Marvel Universe. Lucky she's got the help of Carol "Captain Marvel" Danvers! Between teaming up with her personal hero to rescue her brother and trying to keep her city from falling into an all-out frenzy, Kamala has barely had time to come to terms with the fact that the world is literally collapsing around her. But the truth will catch up to her, and soon. When the world is about to end, do you still keep fighting? Kamala knows the answer. Let's do this, Jersey City.


Review: Compared to the first three volumes of Ms. Marvel, the fourth volume is much darker and serious in tone. Kamala is dealing with heartbreak, but she's got bigger problems when she sees New Jersey come under attack by a foreign intruder and everyone running for the hills. Kamala's self doubt is stronger than ever, but luckily Carol Danvers aka Captain Marvel steps in as Kamala's mentor. I don't know much about Carol Danvers, but it was really fun having two female superheroes kick butt.
 There are lot of new surprises in this volume in regards to the different relationship dynamics. I won't go into details because of spoilers, but one of them took me by surprise and I'm really curious to see what happens next. Like the previous volumes, there is some crossover with the Marvel characters, which I'm not a big fan of because they take me completely out of Kamala's story.

Rating: 4 stars
Words of Caution:There is some minor language. Suitable for middle grade readers and up.

If you like these books try: The Shadow Hero by Gene Luen Yang, Princeless series by Jeremy Whitley, The Unbeatable Squirrel Girl by Ryan North, Thor: The Goddess of Thunder by Jason Aaron, The Adventures of Superhero Girl by Faith Erin Hicks

Challenge 324 ~ Always Anything Goes

Welcome to another new challenge at Craft Your Passion :)

Thank you so much for sharing all your wonderful creations 

and lovely comments last time :)

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It's Design Team B's turn to inspire you with their beautiful

creations  featuring images kindly provided by our sponsor...

Angie

Shamita

Fiki

Lynn

Patti

Bonnie

Rina

Carolyn

Denitsa

using her own supplies

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Winner & Top 3 322

Hi all :)

So many fantastic creations entered into our challenge last week

and some sweet comments too.Thank you :)

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Prize : $10 Gift Certificate to spend in store

Congrats to our Winner!

97. tmd

Please contact Lisa at craftyourpassion@gmail.com with Challenge 322 Winner in the subject line within (7) days to claim your prizes. Any prize not claimed by 08/10/2016 will be given to a new winner!

Now for the Top 3...

60. Sparkling Pink

111. Elena F

136. Aichaku Creatura

Well done everyone!

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