Building social connectedness in schools: Australian teachers' perspectives

Bower, J. M., van Kraayenoord, C. and Carroll, A. (2015) Building social connectedness in schools: Australian teachers' perspectives. International Journal of Educational Research, 70 101-109. doi:10.1016/j.ijer.2015.02.004


Author Bower, J. M.
van Kraayenoord, C.
Carroll, A.
Title Building social connectedness in schools: Australian teachers' perspectives
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
1873-538X
Publication date 2015-02-02
Sub-type Article (original research)
DOI 10.1016/j.ijer.2015.02.004
Open Access Status
Volume 70
Start page 101
End page 109
Total pages 9
Place of publication Kidlington, Oxford, United Kingdom
Publisher Elsevier
Collection year 2016
Language eng
Subject 3304 Education
Abstract This paper presents the findings of Phase 1 of a larger study examining social connectedness in schools. A semi-structured interview was conducted with 14 teachers to ascertain perceptions of social connectedness across three high schools in a city in Queensland, Australia. The interview examined how teachers perceived four broad strategy levels for building social connectedness: (i) at a school level; (ii) linking to the broader community; (iii) at a classroom level; and (iv) helping individuals to connect. All schools employed school-wide practices to involve the community in the education process, recognizing the importance of cultural and background knowledge, civic participation, and school-community interactions. The three areas identified to improve connectedness within the school communities were to recognize and embrace the important role of technology for community building, to allow time within the curriculum for teachers to work on the social and emotional well-being of their students, and to reinforce efforts to develop a shared language for staff around pedagogical practices. Teachers gave strong support to the need for ongoing professional learning, peer collaboration, and administrative support, and sufficient quality time to achieve these outcomes.
Keyword School connectedness
School-wide approaches
Social connectedness
Social-emotional learning
Student well-being
Teacher perceptions
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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