Topic Editors

Department of Didactics and School Organization, Faculty of Education, University of Murcia, Murcia, Spain
Institute of Public Affairs, Faculty of Management and Social Communication, Jagiellonian University, Kraków, Poland

Risk and Innovativeness in Education and Schools: Pedagogical, Organizational, Financial and Social Aspects

Abstract submission deadline
closed (31 January 2023)
Manuscript submission deadline
closed (31 March 2023)
Viewed by
23199

Topic Information

Dear Colleagues,

Gert Biesta, an influential scholar in the field of education, has highlighted once again that education “always entails a risk” (Biesta, 1999, p. 212; 2013, p. x; 2020, p. 102). However, the available literature linking both issues is not commensurate with such pervasiveness of risk in education and, hence, schools. Rather, there is a paucity of studies directly focused on the link between risk and education. Moreover, risk taking is a central part of any innovation and social advancement, including those affecting education (Zinn, 2020). Research on these topics is likely to enlarge our understandings of them. This Topic aims to build on the insights gained from previous studies, to extend this knowledge and to explore new avenues of research. Having in view to cover a wide range of relevant topics, we seek contributions that address connections between risk and education (and schools). We also seek contributions focused on the connections between risks and innovations associated with education and schools. Reviews and conceptual as well as empirical contributions are welcome.

Prof. Dr. Antonio Portela Pruaño
Dr. Roman Dorczak
Topic Editors

Keywords

  • risk behavior relevant to education and schools
  • risk aversion and risk tolerance among students, teachers, school leaders, and parents
  • risk and trust in school
  • educational innovations and risk
  • risk management in schools
  • students at risk
  • youth at risk
  • teacher and student agency and risk
  • risk society and education
  • risk and ethics in education
  • risk taking as a dimension of teacher innovativeness
  • innovations in schools and risk
  • risk and educational reforms

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Risks
risks
2.2 3.1 2013 20.4 Days CHF 1800
Sci
sci
- 3.1 2019 47.7 Days CHF 1200
Social Sciences
socsci
1.7 3.2 2012 27.7 Days CHF 1800

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Published Papers (6 papers)

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21 pages, 421 KiB  
Article
Feasibility of Establishing Operational Budgeting in Iraqi Public Universities
by Faisal Salman, Seyyed Abbas Hashemi and Daruosh Foroghi
Risks 2023, 11(2), 44; https://doi.org/10.3390/risks11020044 - 15 Feb 2023
Cited by 2 | Viewed by 2173
Abstract
Budgeting is allocating limited resources to unlimited needs and aims to maximise the use of resources that are usually scarce. In the face of these scarce resources, continuous attention to planning, allocating resources, and budgeting is an undeniable necessity. The importance of the [...] Read more.
Budgeting is allocating limited resources to unlimited needs and aims to maximise the use of resources that are usually scarce. In the face of these scarce resources, continuous attention to planning, allocating resources, and budgeting is an undeniable necessity. The importance of the budget in universities that receive their credits from the government is much greater because of their significant role in society’s scientific and cultural orientation of the younger generations. It is evident that incorrect budgeting will cause mistakes in allocating resources in this critical field and will cause severe damage to the country at the national level. Hence, reforming the methods of budgeting and distribution of resources in Iraqi public universities is one of the primary necessities. Therefore, the current research has investigated the feasibility of establishing operational budgeting in Iraqi public universities based on the PESTEL model. The study period is 2022, and the research community is Iraqi public universities (35 universities), of which 15 top universities were selected as a statistical sample. The research data were collected using 198 questionnaires completed by financial managers, accounting experts in financial affairs, and experts specializing in budgeting in sample universities. The results of hypothesis testing showed that all aspects of the study, including political, economic, social, technological, environmental, and legal, affect the establishment of operational budgeting in Iraqi public universities, and all the research hypotheses are confirmed. In other words, it was found that the political, economic, social, technical, environmental, and legal factors identified in the current research are significant for establishing operational budgeting in Iraqi public universities. It is suggested that legislators and budgeting planners prioritise these factors and rely on them in making decisions since experts approved these stimuli in the field of operational budgeting in the strategic environment of universities and according to the current conditions prevailing in Iraq. Full article
10 pages, 606 KiB  
Article
Determinants of the Self-Efficacy of Prospective Teachers in Using Drama Activities for Kindergarten: A Sample from the Arab Region
by Amjad Al-Khayat and Bayan Abdulhaq
Soc. Sci. 2023, 12(1), 43; https://doi.org/10.3390/socsci12010043 - 13 Jan 2023
Cited by 1 | Viewed by 2088
Abstract
Modern education increasingly focuses on interweaving drama as an integral part of pre-school education. Given that teachers’ self-efficacy in meeting expected tasks tends to stabilize over time and is grounded in their success and failure experiences as tertiary students, addressing self-efficacy among prospective [...] Read more.
Modern education increasingly focuses on interweaving drama as an integral part of pre-school education. Given that teachers’ self-efficacy in meeting expected tasks tends to stabilize over time and is grounded in their success and failure experiences as tertiary students, addressing self-efficacy among prospective teachers before starting their profession is strategic. This study assessed self-efficacy in using drama activities for kindergarten and its determinants among prospective teachers in Jordan. The study also discussed the potential risks associated with using drama activities within the Jordanian education system. The study utilized a cross-sectional design with a sample of undergraduate university students majoring in kindergarten education (N = 234). All universities that offer kindergarten education baccalaureate degrees in Jordan were targeted (N = 6). An online survey was used to collect data from students aged 18 to 21 regarding their academic characteristics, self-efficacy, attitudes toward the teaching profession, and communication skills. The results showed high levels of perceived self-efficacy in utilizing drama with children. The reports were high in all domains, including perceived self-efficacy in classroom planning, classroom management, and preparing and evaluating learning and teaching environments for drama activities. Almost 30% of the variability in prospective teachers’ self-efficacy could be explained by their attitudes toward the teaching profession, communication skills, as well as some academic characteristics. Kindergarten education curricula should foster students’ interest and attitudes toward teaching and help them improve, learn, and use communication skills effectively. Measuring and managing the risk of using drama activities in Jordanian schools and similar contexts is also warranted. Full article
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13 pages, 528 KiB  
Article
Engineering Learning Outcomes: The Possible Balance between the Passion and the Profession
by Diana Dias
Soc. Sci. 2023, 12(1), 37; https://doi.org/10.3390/socsci12010037 - 10 Jan 2023
Cited by 2 | Viewed by 2007
Abstract
What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master’s and bachelor’s learning outcomes, or between public or private schools? Previous works point [...] Read more.
What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master’s and bachelor’s learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices. Full article
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14 pages, 343 KiB  
Article
Relations between Parenting Style and Parenting Practices and Children’s School Achievement
by Dimitra Tsela, Rosie Drosou Tsela and Ignacio González López
Soc. Sci. 2023, 12(1), 5; https://doi.org/10.3390/socsci12010005 - 21 Dec 2022
Cited by 2 | Viewed by 9885
Abstract
This study examines the relationship between parenting patterns and children’s school achievements in Greek society. Parenting practices and parenting style are two child-rearing dynamics which were selected to assess children’s school achievements in this study. A total of 101 participants who have at [...] Read more.
This study examines the relationship between parenting patterns and children’s school achievements in Greek society. Parenting practices and parenting style are two child-rearing dynamics which were selected to assess children’s school achievements in this study. A total of 101 participants who have at least one child attaining elementary school and who reside in Greece answered an online questionnaire. In line with previous findings, the aim of this study is to examine associations between parenting and primary school students’ achievements in Greece. The initial assumption was that both parenting practices and parenting style are associated with academic achievement. Thus, the primary hypotheses under examination in this study are (A) that authoritarian parenting pattern is negatively associated with school achievement; (B) that authoritative parenting style is positively associated with school achievement; and (C) that parental involvement affects children and their school performance. The results show a positive relation between authoritative parenting styles and children’s school achievement, although the authoritarian style was associated with lower levels of school achievement. Additionally, the results indicate that the authoritarian style combined with involvement practices is a significant predictor of grades. The more authoritative means that parents use to socialize with their children, the more likely they are to achieve their parenting goals. Nevertheless, it is of critical importance for parents to focus on the learning process and not on the outcome. Full article
21 pages, 358 KiB  
Article
Teacher Training to Take Care of Students at Risk of Exclusion
by María Trinidad Cutanda-López and María Begoña Alfageme-González
Soc. Sci. 2022, 11(12), 544; https://doi.org/10.3390/socsci11120544 - 24 Nov 2022
Viewed by 1518
Abstract
We present an overview of how teacher training can work as a key element in good professional performance with students at risk of exclusion. The work derives from a doctoral thesis that analyzes a school reengagement program in the region of Murcia (Spain): [...] Read more.
We present an overview of how teacher training can work as a key element in good professional performance with students at risk of exclusion. The work derives from a doctoral thesis that analyzes a school reengagement program in the region of Murcia (Spain): Occupational Classrooms. The research was theoretically based on an ecological approach of risk of educational exclusion and a multidimensional approach of school engagement. Focusing on a mixed-methods approach with a multilevel convergent nested design, it was possible to investigate multiple levels: macro (policies), meso (school), and micro (classroom), as well as interrelated elements that influence in the possibilities of re-engagement of these students. The results showed notable deficiencies in the professional performance of teachers working with students at risk, revealing difficulties in the professional development of teachers linked to administrative, institutional, cultural, and personal determinants. Similarly, negative repercussions were detected stemming from the involvement of the teaching staff and on the results of the students and their options for continuity in their educational trajectory. To conclude, the importance of cultivating both the necessary conditions for adequate training, as well as those aimed at making teachers feel supported, included, and recognized, were highlighted in this study. Full article
23 pages, 1544 KiB  
Article
Society and Its Challenges: The Teacher’s Perspective on Students at Risk
by Ana Torres Soto, María Luisa García Hernández and Mónica Vallejo
Soc. Sci. 2022, 11(11), 517; https://doi.org/10.3390/socsci11110517 - 14 Nov 2022
Viewed by 3684
Abstract
(1) This study focuses on exploring and characterising the beliefs of Spanish teachers in relation to their attitudes and professional practice concerning students who may be at risk at school. A generational perspective is adopted and the stages of pre-school, primary, and secondary [...] Read more.
(1) This study focuses on exploring and characterising the beliefs of Spanish teachers in relation to their attitudes and professional practice concerning students who may be at risk at school. A generational perspective is adopted and the stages of pre-school, primary, and secondary education are considered in order to analyse these beliefs. (2) This is a descriptive study with a qualitative methodology. The information was collected through semi-structured, in-depth interviews with 60 teachers belonging to publicly funded schools at pre-university levels. The data collected were subject to a thematic analysis and analysed with the qualitative data analysis tool ATLAS.ti (version 22). (3) The results show the diversity of student needs referred to by the teachers, positive relationships and attitudes towards them, and a favourable predisposition to the adaptation and adjustment of teaching practices. (4) The conclusions of the study highlight the importance of teachers’ beliefs for the development of educational processes based on justice, democracy, and equity, and how these beliefs can be used to offer the most appropriate responses to the needs presented by the students. Full article
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