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1.
This paper outlines the characteristics of peer mediation in schools and its potential, evident in the literature, for reducing pupil–pupil conflicts referred to teachers. Then, drawing on personal experience, research and a review of literature, the author argues that for peer mediation projects to be effective they need to be in synergy with the culture of the school, including its approach and vision to the management of conflict. Making this argument requires a means of modelling school culture, which will be outlined. Finally, the author argues that attention also needs to be given to how the service will be sustained. 相似文献
2.
朋辈调解:培养学生解决冲突的公民技能 总被引：1，自引：0，他引：1
朋辈调解是指通过培养学生调解员以帮助冲突当事人在学校环境中解决冲突,其核心原则是由处于矛盾冲突的当事人来共同找到解决问题的途径。朋辈调解的一般过程为建立调解框架、当事人依次讲故事、探索可能的解决策略、达成一致意见并签字。朋辈调解的实践建构首先要争取家长、校长、教师以及学生的支持;其次,需要在全校范围内培育积极肯定、沟通、合作的校园文化,并传播解决冲突技能的相关知识;再次,根据调解员的素质要求选定学生调解员并进行培训。为了保障朋辈调解的顺利开展,需要营造"倾听"文化、赋权学生以及练习解决冲突的技能。 相似文献
3.
Chris Moffat 《Pastoral Care in Education》2004,22(4):13-21
Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.
The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence 'peace talk'. Another is the process by which the perception of peer mediation training as 'experiential' constituted an enabling 'pedagogic discourse' which legitimized the programme for teachers and affirmed its beneficial impact on pupils. 相似文献
The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence 'peace talk'. Another is the process by which the perception of peer mediation training as 'experiential' constituted an enabling 'pedagogic discourse' which legitimized the programme for teachers and affirmed its beneficial impact on pupils. 相似文献
4.
Mohammad Akshir Ab Kadir 《Cambridge Journal of Education》2017,47(2):227-246
Among the major policies that have been implemented to ensure its continued success, Thinking Schools, Learning Nation (TSLN) has been described as the ‘big bang of educational reforms’ in Singapore. However, while the policy aims to develop critical thinkers in school leavers, the corporatisation of education in the shape of structures such as the school excellence model seems to be at odds with TSLN. This paper argues that these structures unwittingly engender a culture of performativity among schools, marginalising the central outcome of its initiative that entails developing a culture of thinking and thinkers. The tension is further exacerbated by the larger rationalities that have shaped Singapore and the pragmatic and instrumental philosophy which underpins its educational system. The tensions generated by the clash between intended (culture of thinking) and engendered culture (culture of performativity) present the challenge of mediation for the system on its path to realising TSLN. 相似文献
5.
This article reports an evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties. The evaluation of the project focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that pupils with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between pupils within the school environment. 相似文献
6.
《Pastoral Care in Education》2013,31(4):13-21
Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff. The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils. 相似文献
7.
John R. Portelli 《Gender and education》2006,18(4):413-430
This paper is based upon a case study in an all boys’ church comprehensive secondary school in Malta which explored teachers’ awareness of boys’ attitudes and interests. It uncovered a number of practices across the school’s official and ‘hidden’ curricula and at its administrative level, which, together with the student peer culture present on site, influence the construction of student masculine identities. This article argues that the decision by boys to speak one language rather than another in a bilingual context, is very much influenced by norms of masculinity. These are strengthened by the student peer group as well as by the male teachers within the institution and suggests that language is an important signifier of masculinity in a bilingual school, a masculinity which, in a post‐colonial context, is shown to be heavily linked to national pride and identity. 相似文献
8.
柴巩利 《乌鲁木齐成人教育学院学报》2011,(3)
文化润校应是示范性高职院校可持续发展作出的必要的战略选择;示范性高职院校的文化建设应从精神文化、制度文化、行为文化、物质文化等层面进行科学系统的谋划。 相似文献
9.
The timing of middle-childhood peer rejection and friendship: linking early behavior to early-adolescent adjustment 总被引：3，自引：2，他引：1
This study used a sample of 551 children surveyed yearly from ages 6 to 13 to examine the longitudinal associations among early behavior, middle-childhood peer rejection and friendedness, and early-adolescent depressive symptoms, loneliness, and delinquency. The study tested a sequential mediation hypothesis in which (a) behavior problems in the early school years are associated with middle-childhood peer rejection and (b) rejection, in turn, leads to lower friendedness and subsequently higher adolescent internalizing--but not externalizing--problems. Results supported this sequential mediation model for internalizing outcomes and revealed an additional path from early disruptiveness to loneliness via peer rejection alone. No evidence of sequential mediation was observed for delinquency. 相似文献
10.
The aim of the study was to determine the impact of peer mediation programmes at a secondary school, as compared to another centre that did not have any such programme. The impact would be evaluated by means of three levels of variables: pro-victim attitudes, the roles adopted by the youngsters and the school climate (this last item was analysed from two perspectives: that of the pupils and that of the teachers). In order to attain this goal, students from 12 to 14 years old (N = 323) and 17 teacher-tutors were administered different questionnaires in Time 1 (baseline, prior to intervention) and Time 2 (after programme intervention). Results highlight the validity of peer mediation programmes when it comes to fostering pro-victim attitudes, preventing the increase of negative roles and improving the school climate. 相似文献
11.
We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies. 相似文献
12.
Karen Daniels 《Education 3-13》2013,41(3):300-315
This discussion presents the author/classroom teacher's findings during an action research study evaluating the impact of photographic learning stories with young children. This is placed in the context of recent policy documentation that asserts the learner as a unique individual and literature promoting the need to support the development of positive learning dispositions and learner identity. The ethnographic study examines how learning stories can be developed as a tool to promote positive learning dispositions and support the mediation of home and school culture, suggesting that their potential lies in how they create an accessible and mutually constructed document that is accessed by children, parents and the teacher. The discussion supports reservations about the production of a definitive ‘list’ of dispositions and describes tensions between the aim of supporting positive dispositions and the unique learner in an education culture where effectiveness is measured by the statutory assessment of hierarchical goals. 相似文献
13.
Suzy R. Thomas 《Counselor Education & Supervision》2005,45(1):16-29
School counseling literature indicates that school counselors experience isolation and frustration and that partnership projects between counselors and counselor educators are potentially valuable. The author describes the school counselor alumni peer consultation group, which provides (a) support and networking opportunities for new counselors and (b) a forum for studying counseling issues and for developing strategies to solve problems. This innovative strategy for professional development and collaboration has implications both for counselor educators and for school counselors. 相似文献
14.
Tim Nation 《International journal for the advancement of counseling》2003,25(4):309-315
Peace Learning Center implements conflict resolution and peace education programs for a large urban school district in the United States of America. Learn ways the center teaches conflict resolution skills to youth and school staff members while creating peaceful school cultures through peer mediation programs. 相似文献
15.
陈少锋 《临沧教育学院学报》2006,15(3):6-9
随着互联网热潮的汹涌澎湃，“网络文学”这个词逐渐为人们所熟悉，网络正在使文学发生着深刻的变化。针对这一新兴事物，文章从网络空间和文学作品这两个关键性要素出发对网络文学的产生发展进行了全面的介绍，明确了网络文学兴起的来龙去脉。面对网络文学的兴起，通过对网络文学进行了全面而细致的分析以及冷静而严密的思考，对比其优势和缺陷，从总体上肯定了网络文学存在的必然性和合理性，并简要的对网络文学的发展前景进行了展望。 相似文献
16.
《British Educational Research Journal》2004,30(1):167-185
The data in this article come from an ethnographic exploration into the construction of masculinities in three junior schools in the UK between 1998 and 1999. The author argues that the construction and performance of masculinity is inextricably linked to the acquisition of status within the school peer group, and he delineates the specific series of resources and strategies that the boys draw on and use in each setting to achieve this. The different meanings and practices at each school, and the different array of resources available, means that there is a different set of options and/or opportunities within each school setting to do boy, and the author classifies these as being either open (possible), restricted (more difficult), or closed (almost impossible). The principal and most esteemed resource used by the boys was physicality and athleticism, and the author highlights the link between masculinity and the body. 相似文献
17.
Alexandros Stavrianos 《British Journal of Special Education》2016,43(4):416-429
This article argues that there is a strong link between the pedagogy for inclusion and the pedagogy of environmental education and tries to identify any benefits that could be acquired by pupils when the school system tries to use environmental educational programmes to promote inclusion. The idea of promoting a school yard into a school garden is given as an example. The article suggests that outdoor education experiences can facilitate positive development of self‐esteem, peer to peer socialisation as well as teacher–student relationships and a positive attitude towards school. One might conclude that the rationale behind environmental education has much to offer to all of our pupils. 相似文献
18.
依据“新基础教育”研究性实践的经验,借鉴文化发展心理学和生态学的研究观点,本文着重探讨了以学生发展工作为主题的学校文化生态建构问题。学校文化生态建构的目标是培养学生自我完善的价值取向。为实现这一核心目标,学校文化生态建构必须充分考虑儿童发展和文化运作的机制。敏锐觉察儿童发展的势头,顺势开发儿童潜能,将学生组织建成文化生态系统,让学生在文化活动中建构自己的发展。本文从学校文化生态组织、学校文化生态能源及功能、学校文化活动设计角度和主要活动形态几方面探讨了学校文化生态建构问题。 相似文献
19.
This study investigated the contribution of school contextual factors and intrapersonal factors to school satisfaction among a sample of Hong Kong Chinese primary school children. A total of 760 children completed the School Satisfaction Subscale of the Multidimensional Life Satisfaction Scale for Children along with self‐report measures of intrapersonal factors (self‐esteem and hope) and school‐related factors (teacher support, peer support, peer conflict, peer victimisation and academic performance). Findings revealed teacher support as the most significant predictor of school satisfaction across grades, followed by academic performance. Hope was found to be a statistically significant mediator of school satisfaction across gender, whereas self‐esteem did not act as a potential mediator except in sub‐samples of girls and Grade 4 students. The findings lend support to using developmental ecological perspective and cognitive mediation models in studying school satisfaction. The implications of the findings for future research and educational practice were discussed. 相似文献
20.
覃邦金 《楚雄师范学院学报》2008,23(4):89-95
根据反思性教学的特点及英语教学反思的内容,分析行动研究的内涵及中学英语教师开展行动研究的优势,探讨反思性教学与行动研究的方法,有助于中学英语教师进行反思性教学和开展行动研究,从而不断提高教育教学质量,推动基础教育课程改革. 相似文献