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1.
Much of the research into behaviour problems and school interventions has focused on primary school‐age children. In the primary school setting, the behaviours that cause the most concern to teachers are frequently occurring but relatively minor behaviours such as calling out and interrupting the learning of others. These minor problematic behaviours have been shown to respond to low‐level interventions that are presented as written advice. The behaviours that secondary school teachers perceive as problematic, and the preferred method of intervention, have received comparatively little attention in the research. An investigation of the behaviour problems that high school teachers find most troublesome was conducted in this study. It was found that similar behaviours were reported as troublesome in the secondary school classroom compared with the primary classroom, although differences were demonstrated across year levels. Teachers were also surveyed about their preferred method of intervention/assistance for these behaviour problems. This information about intervention approaches informs the development of strategies for assisting classroom teachers.  相似文献   

2.
Abstract Seven primary school children with behaviour difficulties showed low levels of on‐task writing behaviour, high levels of off‐task disruptive behaviour and a low number of words written during regular classroom story writing sessions. Introduction of self‐recording of work behaviours during story writing for the whole class of 34 children was associated with increased on‐task, decreased off‐task disruptive behaviour and an increased number of words written for target children. There was also an increased number of words written by six other children for whom story writing data was collected. Introduction of say‐do correspondence training for five of the target children showed further increases in independent story writing behaviour and reductions in off‐task behaviours that disrupted the written language sessions.  相似文献   

3.
This cross-lagged longitudinal study examines the evocative impact of a child’s psychological adjustment on teachers’ affective response and instructional support for a child, and the influence this support and response has on the child’s subsequent adjustment. A hundred and seventeen Finnish teachers self-rated the instructional support they gave, and the affect they experienced while teaching 307 children from school grades 1, 2 and 3. Teachers also rated the level of prosocial and externalizing problem behaviour among children. Results showed that the more children exhibited externalizing problem behaviour in grades 1 and 2, teachers not only did provide more instructional support for them a year later but, at the same time, they reported feeling less positive affect. Low levels of positive affect were also reported by teachers a year later with regard to children who had received more instructional support from them in grades 1 and 2.  相似文献   

4.
The findings of a research project on the personal and professional experience of 22 first‐generation and 11 second‐generation Asian teachers are described. Four indigenous white and two West Indian teachers were also included to broaden our research perspective. The data were collected through semi‐structured interviews. The first‐generation Asian teachers, who had qualified from India or Pakistan, had faced numerous difficulties in obtaining first teaching posts, in promotion, class‐control and in forming working relationships with white colleagues. Most first‐generation teachers complained about the racial discrimination which they have to face in their professional lives. In sharp contrast, the second‐generation Asian teachers, who had qualified from Britain, did not come across any of the abovementioned problems. The teachers’ views are also presented verbatim on a range of multi‐cultural issues: the teaching of community languages, separate schools for ethnic children, Asian parents and equality of opportunity and racism in British schools.  相似文献   

5.
Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.  相似文献   

6.
The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.  相似文献   

7.
Previous investigations have shown that teachers have a clear idea of the typical characteristics of gifted pupils. The present study investigates whether these features are combined linearly or whether they are used to activate pupil exemplars or prototypes stored in the longterm memory, when teachers are set the task of distinguishing gifted from above average pupils. A group of 37 teachers at grammar schools in the German federal state of Baden‐Württemberg, who had all had adequate experience with gifted children, answered written questions. Their judgement behaviour was modelled with the help of discriminant analyses in which a number of different predictor sets were included. These analyses revealed that both individual features and prototypical patterns of features seem to be used simultaneously. In contrast, personal experience with individual highly gifted pupils seemed not to play any role, although the method used could be expected to conceal the effects of personal experience.  相似文献   

8.
Writing samples of children in grades one through three were collected in two midwestern elementary schools using the Picture Story Language Test. Each story was scored for productivity, syntax, and level of abstraction. Results indicated that performance in all aspects of written language improved with age. A second study was conducted to compare the writing of normal children who were average readers in grades one through three with learning disabled children who were reading at comparable levels. The results indicated no significant differences in productivity but there were differences in syntax. Problems were noted particularly in morphology. Further observations indicated the learning disabled poor readers also had more problems with handwriting and spelling than average readers.  相似文献   

9.
A small‐scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning.  相似文献   

10.
Abstract

Studies in several countries have indicated that students with specific learning difficulties (SpLD) tend to exhibit problems in social adjustment in addition to their difficulties in academic learning. It is often recommended that students with SpLD undergo social skills training as well as receive intensive remedial teaching. This study investigated the extent to which school‐related social adjustment problems were evident in a sample of Chinese students of primary school age who had been identified by an educational psychologist as having a specific learning difficulty. Data were collected by questionnaire from 34 students with SpLD (individually interviewed; oral administration), 167 students without learning problems (group administration; written form), and the 34 teachers of the students with SpLD. Results indicated that although the SpLD students rated themselves lower than the students without learning difficulties on several aspects of social adjustment there was no evidence to suggest that they had major problems in this area. The teachers rated the SpLD students lower than the students rated themselves on most aspects of social adjustment, but the ratings given by the teachers suggested that they too did not perceive the students as having major inadequacies in social adjustment. The findings are discussed, with particular reference to the methodological problems associated with the use of self‐reporting as a technique to obtain data in research involving primary school‐age students.  相似文献   

11.
Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children.  相似文献   

12.
This study focussed on the capacities and behaviours of quality teachers. Four key capacities were identified as being characteristic amongst the five quality teachers who were observed in action which were then related to their behaviour. Prominent amongst the findings was the conclusion that these teachers had high cognitive ability which allowed them to develop critical powers of observation, reflection and analysis; they had strong philosophies of education; they had developed a bicultural approach, and possessed a strong sense of humour and a well developed social conscience. Above all else they cared about the learning outcomes of their children. Their approach was child‐centred and they encouraged students to set goals, to review progress, to challenge, and to solve problems. The article concludes with a discussion of its relationship to, and differences with, the parent CERI/OECD study of which it was part.  相似文献   

13.
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

14.
Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher–child relationships are discussed.  相似文献   

15.
This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools.  相似文献   

16.
This article reports on history student teachers’ development and their beliefs about teaching and good teachers. The data consist of several essays of 18 respondents written during their education, and interviews with five students. Most respondents had become interested in the subject very early, and independently of formal school education. Models adopted during early school years, however, did influence their attitudes towards teaching and teacher's role. Typically the student teachers’ concentration was self-centred or focused on their own classroom behaviour. They tended to overestimate lesson content and resorted to content expertise and minute lesson plans as a reaction to teaching problems.  相似文献   

17.
Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children’s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite’ to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong.  相似文献   

18.
Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child’s environment influenced stuttering and that children who stuttered had the potential to overcome the condition. They did not agree that children who stuttered were quiet and shy. Two global themes emerged from the interviews. These were teachers’ philosophies about stuttering, and their perceived roles in supporting children who stutter. All teachers reported limited experience of children who stutter, but their responses indicated a desire to do their best to support such children in the classroom. Stuttering was, however, considered to be less important to teachers’ working lives than dyslexia.  相似文献   

19.
Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.  相似文献   

20.
The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with a Norwegian sample of school children in Grades 1–3. Results of the factor analysis supported the use of 3 separate scales, as suggested by the scale author (Webster-Stratton, 1998); however, a number of items in each scale were reduced. Furthermore, the results showed among other findings that teachers reported more frequent contact with parents of children with conduct problems than with those of children who did not display conduct problems, and that parents of children with high levels of socio-emotional competence were more involved in their children's education than other parents. The results need to be replicated in future research in a more representative study population.  相似文献   

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