http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:8890 Schools are social environments and as such are concerned with the social-emotional (ie. affective) responses of students. Affective outcomes of schooling are important as they contribute positively to academic outcomes and they are equally important in and of themselves. Affective responses can be assessed quantitatively and are frequently studied as part of school and classroom environments. Within such studies students’ perceptions of school and classroom variables such as general satisfaction with school, relationships with teachers and peers, feelings of achievement and motivation and engagement are measured. These are also areas of schooling with particular relevance for boys’ education, as boys are frequently reported as less satisfied with school and less engaged and motivated in learning. Many qualitative studies have reported boys’ low levels of satisfaction with school compared to girls and subsequent lack of motivation and engagement. Yet few quantitative studies comparing boys’ and girls’ affective response to schools have been conducted. This paper will report on part of a wider study that has investigated the impact of boys’ education initiatives on boys’ and girls’ affective responses to schooling. The study collected data from nine secondary schools undertaking specific initiatives in boys’ education, the majority of which were participating in the Success for Boys program. Results from the first round of data collection (pre-intervention) has previously been reported and established that there were gender differences in perceptions of quality of school life and such differences were related to school attended. This paper will report on the second round of data collection and discuss the implications of the results. 2013-04-15T01:12:13.247Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:4342 The impact of a positive classroom environment on boys and girls is significant to their satisfaction with school life, as well as enhancing academic progress and academic self-concept. Measures of school and classroom environments generally focus on social-emotional components such as: relationships between students and teachers; the student’s sense of connectedness with peers; feelings that learning is interesting for its own sake; a sense of achievement and a sense that learning is connected to opportunities beyond school. While these may be seen as aspects of good teaching they are also aspects identified in the literature as essential for improving educational outcomes for boys. Pedagogical practices which promote academic achievement in concert with the promotion of personal and interpersonal growth is essential for both genders. Yet little is known about quantifiable gender differences in satisfaction with school life and the differential response of males and females to the social-emotional aspects of classroom environment is under researched. This paper presents the findings of the first wave of data collection in a longitudinal study of male and female secondary students in Australia. The study is investigating the impact of targeted boys’ educational interventions at nine secondary schools on gender differences in perceptions of classroom environment, general self-concept and academic self-concept. 2013-02-27T00:36:37.527Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:687 This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience. 2011-12-20T23:00:07.612Z ]]>