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1.
The maintenance of healthy self-esteem remains a central concern in pastoral care. It is almost taken for granted that we can identify low self-esteem in children based on the knowledge built up through day-to-day interactions. But self-esteem is essentially a personal perception, and one may ask, to what extent can another make reliable judgements about such a phenomenon? This study looked at the match between teachers' judgements of their pupils' self-esteem and the children's own self-reports. The teachers concerned were committed to self-esteem enhancement as an important goal of their teaching, but the findings indicate that when trying to identify low self-esteem children in their classes, they were frequently unsuccessful. These findings are discussed, and implications considered. 相似文献
2.
Jaelyn Farris PhD Jennifer E. Burke Lefever John G. Borkowski Thomas L. Whitman 《Early education and development》2013,24(3):346-365
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study. 相似文献
3.
《Early education and development》2013,24(2):153-160
Current efforts to enhance children's self-esteem are centered in contrived activities aimed at self-defense and rooted in a utilitarian view of self-esteem as an antecedent of academic achievement. Constructed almost entirely out of an apparently "humanistic" psychological perspective, these efforts detach self-esteem from cultural and social conditions and thus become potentially meaningless and debilitating for children. This paper proposes an alternative direction for thinking about self-esteem based upon its place as a crucial aspect of human dignity. From this perspective, enhancing self-esteem involves working toward reconstructing both the school and society insofar as it detracts from the self-worth, efficacy, and constructivist capacities of children. 相似文献
4.
《International Journal of Educational Research》2005,43(4-5):215-235
Several studies suggest that children who chronically underachieve are, like children with learning disorders, at risk for negative outcomes and are more likely to experience adjustment problems than are their typically developing peers. This study compares children's self-esteem, perceived competence, negative perfectionism and beliefs of peer acceptance, temperament-based factors (parent-rated), and socioemotional adjustment (parent and teacher rated) of underachieving and non-underachieving elementary school children. It also explores whether children's perceptions of parental support act as a protective factor in children's self-perceptions and socioemotional adjustment. The sample includes 309 fifth and sixth graders 55 underachievers (31 boys and 24 girls), 217 standard achievers (90 boys and 127 girls) and 37 overachievers (16 boys and 21 girls) from the same classes. Significant intergroup differences are found in children's self-perceptions and in teachers’ report of socioemotional adjustment but no difference is observed in parental reports. Children's perceptions of parental support do not differ between groups and do not significantly mediate the association between level of achievement and socioemotional adjustment. Results underscore that whatever the achievement classification of children, their perception of parental support has a unique contribution to their self-perceptions and socioemotional adjustment. 相似文献
5.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
6.
Anthony Feiler Alec Webster 《Assessment in Education: Principles, Policy & Practice》1999,6(3):341-356
Research into professional decision-making indicates that judgements tend not to be made on a rational, systematic basis, but are often formed rapidly and intuitively from a limited set of cues. This study addresses the issue of whether and how teachers assess the literacy competencies of young children prior to starting formal schooling in a UK context. Seven Reception teachers from four primary schools were asked to make literacy predictions for the incoming cohort of children aged 4 to 5 years. Data are presented based on interviews with the teachers, completion of baseline literacy assessments, and the scrutiny of daily reading records. The study explores the factors which influence teacher predictions for 30 children, including 17 for whom literacy success was predicted and 13 for whom literacy difficulties were anticipated. The study shows that teachers do indeed form early judgements about children based on pragmatic factors, with a strong link between teacher predictions and families' socioeconomic status. Importantly, initial representations of children as 'likely to fail' tend to become more permanent over time, whilst teachers are also inclined to provide less support for children expected to perform poorly. Implications for professionals are discussed in relation to the Code of Practice for identifying children with special educational needs and new guidelines for baseline assessment of children at school entry recently issued to UK headteachers. 相似文献
7.
8.
The purpose of the present study was to enhance children's self-esteem through a five week self-photography project which provided each child in the experimental group with 60 pictures of himself in different poses. Control group subjects were provided with self-photographs at the end of the project. Fourth grade children were selected for both low subjective self-esteem and low behavioral self-esteem using the Coopersmith Self-Esteem Inventory and Behavior Rating Form. After five weeks of photography sessions, the Self-Esteem Inventory and Behavior Rating Forms were re-administered and pre-and posttest results were compared. The experimental procedure resulted in a significant increase in behavioral self-esteem for the experimental group, but no change in subjective self-esteem. Results were discussed in terms of Cooper-smith's theory of genuine vs. defensive self-esteem, with the speculation that the change in behavioral self-esteem reflected an increase in genuine self-esteem. 相似文献
9.
Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. 相似文献
10.
ABSTRACT The present study explored 4(N = 22) and 7‐year‐olds’ (N = 24) under‐Standing of biological inheritance in cows and horses. An intervention technique adapted from Springer (1995) in which children are taught the basic facts of intrauterine development and birth, in story form, was used in an attempt to improve children's conceptual understanding of inheritance. All children were pre‐tested about inheritance and subsequently half were trained using the intervention (the others were controls). All children were post‐tested within a week of pre‐test, and about 4 weeks later completed delayed post‐tests. Results showed that at pre‐test there were significant age differences in both judgements and explanations of inheritance with 7‐year‐olds exhibiting more sophisticated biological reasoning. Surprisingly, there were no significant improvements for either age in judgements or explanations of inheritance as a function of the intervention at post‐test or delayed post‐test. The findings are discussed with reference to theoretical issues surrounding children's theory of inheritance and the implications for training studies. 相似文献
11.
ELEANOR HAWE 《Assessment & Evaluation in Higher Education》2003,28(4):371-382
Graduates from initial teacher education institutions in New Zealand are assumed to be fit to take up positions as beginning teachers. To this end lecturers make judgements at various stages during the teacher education programme about the quality of student performance with regard to coursework and teaching practice. Findings from a field-based project at a large metropolitan college of education in New Zealand revealed that making such judgements was not a straightforward activity. In particular, there was a reluctance to award failing grades. The college's published guidelines referred to the passing and failing of courses and the programme as dependent on the quality of submitted work or demonstrated performance. The everyday discourse and observed practice of lecturers and student teachers suggested, however, that both groups construed a fail grade as a judgement of personal worth. This shift from judgements about performance to judgements about personal worth was associated with the utilisation of criteria other than those outlined in published documents. The use of 'other' criteria enabled positive judgements to be made about students who did not meet course requirements and/or whose work failed to meet the minimum standard. Lecturers thus appeared to be reluctant to act as gatekeepers to an initial beginning teacher position. 相似文献
12.
Effi Argyrakouli Maria Zafiropoulou 《International Journal of Disability, Development & Education》2003,50(2):181-195
The present study assessed the impact that children with intellectual disabilities have on their mothers' self-esteem. It also examined the differences in self-esteem between mothers of children with intellectual disabilities and mothers of non-disabled children. The study sample consisted of 50 mothers of children with intellectual disabilities living in Central Greece and a comparison group of 50 mothers of non-disabled children. Two instruments were used for the data collection: (a) a questionnaire for biographic information and (b) an adaptation of the Culture-Free Self-Esteem Inventory. Results indicated significantly lower self-esteem for the mothers of children with intellectual disabilities. Moreover, the best predictor of maternal self-esteem in the disabled group was the size of the family. 相似文献
13.
The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for
a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of
children’s talk with each other and with the teacher during hands-on activities in nine different science units were made.
How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the
science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the
later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science
activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science
class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed
in science class. In using aesthetic judgements the children also talked about their own place in science class and whether
they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning
science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other
contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced
aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed
at length. The connection between aesthetics and learning to observe is also briefly discussed.
相似文献
| Britt JakobsonEmail: |
14.
In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second language. However, first-language competence has been shown to affect learning in the second language. This paper looks at pre-school migrant children in a bilingual context and investigates the nature of the children's bilingualism. Findings show that they do not have the same level of mother-tongue competence as children brought up in their country of origin. The paper goes on to consider the reasons for these differences in mother-tongue competence and possible responses. The paper concludes that for these children, nursery education in the mother tongue could raise levels of competence in the second language and increase wider educational opportunities, as well as contributing to mutual respect, social cohesion and harmony. There is a complex relationship between mother-tongue development, children's self-esteem, educational opportunities and second-language learning. This paper considers how this complex relationship affects groups of children in four European contexts: Turkey, Norway, Germany and Austria. 相似文献
15.
Singer E 《Journal of learning disabilities》2005,38(5):411-423
This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia. 相似文献
16.
William M. Reynolds 《Psychology in the schools》1980,17(2):273-277
While many investigators have examined the relationship between self-esteem and academic achievement, and between behavior and achievement, there has been little research examining the relationship between self-esteem and classroom behavior. The present study investigated the relationship between self-esteem, using the Coopersmith Self-Esteem Inventory, and classroom behavior, using the Classroom Behavior Rating Scale, with a sample of 54 elementary school children. Results indicate that a significant relationship exists between self-esteem and classroom behavior. The implications of this with regard to teachers' modification of student behaviors are discussed. 相似文献
17.
Within the context of a widespread concern with children's antisocial behaviour, especially bullying, the development of ‘whole‐school’ policies on bullying, and also recent national guidelines which emphasise the importance of fostering children's prosocial behaviours, this research examines the extent to which children, parents and teachers exhibit within‐ and between‐group consensus, both in their perceptions and relative judgements of different forms of child prosocial and antisocial behaviours, and in their responses to such behaviours. Less consensus was found in judgements of prosodal than of antisocial behaviours, both within and between groups, and significant between‐group differences are discussed in the context of the teaching of social behaviour. 相似文献
18.
《Early childhood research quarterly》1998,13(2):241-261
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade. 相似文献
19.
Kindergarten children's perception of play is a reflection of their life and experiences, which can be used as an index of the quality of pre‐school provision and the influence of kindergarten education reform that began in the 1980s in mainland China. Therefore, based on this hypothesis, the current authors argue that to examine young children's perceptions of play is to examine the experiences of their life in kindergarten and, indirectly, the effects of kindergarten education reform. Using photo classification and on‐site interviews, the current research explored 5‐ and 6‐year‐old children's perceptions of play. This article reports on research comparable to previous research which aimed to examine the effect of the 15‐year kindergarten education reform. One of the principles which the reform advocated was that kindergartens and early years practitioners should respect young children's rights to play, emphasizing and providing play over group lessons as the basic activity in kindergarten settings. Similar to the results of previous research, the current research showed that group lessons remained the main reference used by young children to judge the nature and meaning of activities in kindergartens. However, the activity in the interest corners/areas, which has been a main method of organizing children's activities in kindergartens advocated by the top‐down approach to kindergarten educational reform since 1989, was found to be a new criterion in young children's judgements. The current research revealed that kindergarten education reform had achieved some positive effects as expected. 相似文献
20.
Andy Brader Allan Luke Stephen Connolly Adib Behzadpour 《International Journal of Inclusive Education》2013,17(7):698-717
This article reports on the development of online assessment tools for disengaged youth in flexible learning environments. Sociocultural theories of learning and assessment and Bourdieu's sociological concepts of capital and exchange were used to design a purpose-built content management system. This design experiment engaged participants in assessment that led to the exchange of self, peer and teacher judgements for credentialing. This collaborative approach required students and teachers to adapt and amend social networking practices for students to submit and judge their own and others' work using comments, ratings, keywords and tags. Students and teachers refined their evaluative expertise across contexts, and negotiated meanings and values of digital works, which gave rise to revised versions and emergent assessment criteria. By combining social networking tools with sociological models of capital, assessment activities related to students' digital productions were understood as valuations and judgements within an emergent, negotiable social field of exchange. 相似文献