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1.
This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self‐efficacy, self‐acceptance and level of problem‐solving skill. Subsequent anti‐bullying interventions focusing on these aspects are explored and the importance of a whole‐school approach emphasised. 相似文献
2.
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self‐efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self‐efficacy in bullying interventions and the probability that they will intervene is investigated using self‐reported real‐life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real‐life experiences to promote teachers' self‐efficacy beliefs and increase the probability of teacher intervention. 相似文献
3.
Drawing from social–ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem—specifically, how teacher–student relationships can influence -children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions are implicitly shaped by teacher–student relationship quality: attachment and social referral. Implications for practice, with an emphasis on developing teachers' social–emotional competencies to strengthen positive teacher–student relationships, are proposed. 相似文献
4.
Deborah Chambers Joost van Loon Estella Tincknell 《British Journal of Sociology of Education》2004,25(5):563-576
This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination. 相似文献
5.
The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have important implications for antibullying interventions. © 2010 Wiley Periodicals, Inc. 相似文献
6.
Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying; and of how they cope with these experiences, is lacking. Using an Internet survey we examined the attributions made by Finnish elementary and lower secondary school teachers for their victimisation; the people with whom they share their experiences; and the links between these. Three kinds of attribution were identified: student-related, institution-related, and teacher-related. Selection of the persons with whom teachers shared their experiences was determined by the nature of the attributions given for victimisation. 相似文献
7.
Maria Tsouroufli 《Gender and education》2002,14(2):135-147
This article discusses the results of a qualitative ethnographic study in a secondary school in Greece. The study explored teacher-student classroom interaction in a mixed-ability group in a working-class school in Greece. It also explored the links between the teachers' behaviour in the classroom and their ideas about gender and, to a limited extent, their life experiences. Although the sample was small and there were many variations, the findings of the study suggest that overall teachers behaved differently towards girls and boys. Teachers' general lack of awareness or low level of awareness of gender as an important organising and categorising factor in students' behaviour and generally in schooling, as well as the teachers' tacit assumptions about gender, influenced the way that teachers related to girls and boys in the classroom. Other issues, such as the lack of teachers' training on equal opportunities, the low status of the school and the principal's lack of involvement in the promotion of gender equality in the school, also impact on teacher-student interaction. 相似文献
8.
Anna-Lena Dicke Oliver Lüdtke Ulrich Trautwein Gabriel Nagy Nicole Nagy 《Learning and individual differences》2012,22(6):844-849
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation. 相似文献
9.
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues. 相似文献
10.
The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from exploring boys', aged six to seven years, perceptions of education. It also presents teachers' perceptions of how boys' learn and what they regard to be visible gender differences in the classroom. The research suggests that although many boys within this age group seemed generally positive about school and learning, certain issues were emerging for some boys that, if not addressed, could result in disengagement and/or underperformance. Factors include: issues related to boys' reading and literacy; boys' preference for screen-based, digital devices; gender binaries in relation to learning styles and behaviours; gender-specific syndromes; and teacher concerns about the impact of a ‘feminised’ education sector. The objective of this paper is to examine, after decades of research studies and government reports, what do we really know about the perceptions of young male learners and their experiences within the context of the primary classroom? 相似文献
11.
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher–child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in the teacher–child relationship in prekindergarten and kindergarten. The indirect effect on prekindergarten problem behaviors through conflict was stronger for boys. For closeness, all outcomes were significant with the exception of the indirect effect on problem behaviors in the kindergarten year. Practice or Policy: Consistency in prekindergarten teachers' emotional support has an indirect effect on children's behavior in prekindergarten and the following year in kindergarten through teacher–child relationships. Improving teachers' emotional support consistency may be 1 avenue for strengthening teacher–child relationships. 相似文献
12.
Morva A. McDonald 《Equity & Excellence in Education》2013,46(2):151-167
This article examines the pedagogy of assignments in social justice teacher education programs. Employing a programmatic view, this study aims to understand the collective representation of social justice provided by assignments across multiple courses. Findings come from a qualitative case study of two social justice programs. Drawing on concepts from sociocultural theory and a theory of justice, this study reveals that the conceptions of justice assignments that were emphasized varied from a focus on the individual needs of students to an emphasis on the sociopolitical conditions of schooling. When assignments drew on teachers' field placement experiences, they overwhelmingly stressed an individualistic notion of justice. The diversity among students in teachers' placements substantially shaped teachers' opportunities to engage this notion. When assignments emphasized the sociopolitical conditions of schooling, they focused on general principles for teaching and were disconnected from teachers' field placement experiences. Implications for practice and research in social justice teacher education are considered. 相似文献
13.
Yi‐Fen Yeh Ying‐Shao Hsu Hsin‐Kai Wu Fu‐Kwun Hwang Tzu‐Chiang Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):707-722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences. 相似文献
14.
Chris Lee 《Emotional and Behavioural Difficulties》2013,18(1):61-75
This paper is based upon detailed research over a two‐year period into primary school teachers' attitudes and approaches to bullying. All the teaching staff in a single school contributed to the research and they were thoughtful and reflective in their engagement with the research. The project focuses on the key issue of how teachers define bullying and begins with a consideration of factors that might influence their definition before moving on to develop a framework of key concepts that inform definitions and the problems that emerge from that framework. Teachers' own understanding and the differing forms of definition that developed are discussed. What emerges is a picture of a shared vocabulary and a strong personal understanding about what is meant by ‘bullying’, but little consensus is evident. It leads to a conclusion that endorses the importance of shared understanding amongst the professionals within an institution, and those who work alongside them, that are often called upon to resolve bullying issues. 相似文献
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16.
In efforts to increase the field and society's understanding of bullying, the authors investigated how various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of grades 7 through 9, from one middle school in Seoul were surveyed. Using structural equation modeling, the study identified significant gender differences in the direct and indirect effects of attachment on bullying behavior. For male students, greater school attachment was directly related to less bullying behavior and maternal and peer attachment had indirect effects on bullying behavior, mediated by student cognitive empathy. For female students greater maternal attachment was directly related to less bullying behavior, and peer attachment had an indirect effect on bullying behavior, mediated by student affective empathy. The study provides evidence supporting increased emphasis on empathy development in bullying prevention programs. 相似文献
17.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations. 相似文献
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19.
《Teaching and Teacher Education》1996,12(2):179-195
In recent research on school improvement and effectiveness attention is paid to teachers' sense of efficacy. This research is focused on (a) teachers and (b) instructional tasks. Another restriction is that teachers' sense of efficacy is studied apart from the context in which it affects teacher behavior. This study introduces the Teachers' and Principals' Sense of Efficacy scale in pupil and school oriented tasks. The aim of this study is to demonstrate the context dependency of teachers' and principals' sense of efficacy. The central question is to what extent type of task and a staff member's position in the school organization are related to perceived self-efficacy. Besides, teachers' and principals' perceived school efficacy is introduced as ä context specific construct. In addition mediating effects of gender, work experience, and grade are analyzed. From the results it is concluded that the expansion of the sense of efficacy construct to principals as well as to school oriented tasks enhances its explanatory potential. 相似文献
20.
Jennifer Randhare Ashton 《International Journal of Inclusive Education》2013,17(8):775-795
If teachers are to play a positive educative role in addressing societal gender-related issues that impact on social justice and inclusiveness, teacher education institutions have to ensure that their graduating teachers are well equipped with the necessary understandings and skills to enact this role. This research draws on interviews with men primary school teachers in New Zealand, Sweden and the UK. It investigates their remembered experiences during teacher education relating to gender discourse and whether the education they received, if any, has influenced their classroom practices. Across the three countries, the men had varying levels of recall, ranging from comprehensive gender-related education to none whatsoever. In Sweden, a governmental emphasis on gender equality in society appeared to have influenced the teachers' attitudes and practices regardless of the amount of teacher education relating to gender that they remembered. The teachers' comments suggest that those of us engaged in teacher education need to address any apparent gaps in gender studies at pre-service level. Both men and women teacher education students require comprehensive gender studies if they are to recognise and realise their potential to deconstruct traditional stereotypes and contribute to social justice and inclusiveness. 相似文献