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1.
In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base. 相似文献
2.
R. A. King 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):173-176
In 1968‐9 a survey was made of the organization of pupil learning and behaviour in a sample of secondary schools, and in 1978‐9 45 of the original schools were re‐surveyed. Compared with the earlier period there is now significantly less streaming but more mixed ability grouping, setting and team teaching, and a generally tighter control of school work. General behaviour is also more subject to rules. The prefectorial system has become less important, with a reduction in the duties, punishments and ritualization of prefects. There are more school councils, which have become more democratic in their organization. School assemblies are more diverse in their content and less ritualized. There has been a reduction in sex‐differences in the curriculum and in the control of behaviour. 相似文献
3.
论新时期高校女工工作 总被引：4，自引：0，他引：4
赵秀玲 《南阳师范学院学报》2003,2(8):113-115
高校女工是一个特殊群体，在社会转型期，这一群体的心理状态和行为方式都发生了很大变化，出现了一些新的动向，从而给高校女工工作也提出了新的要求。 相似文献
4.
Jyrki Suomala 《Scandinavian Journal of Educational Research》2013,57(4):291-309
A LOGO teaching period was arranged for 38 eight‐year‐old Finnish pupils. After the teaching period the pupils’ problem‐solving processes were videotaped in an open LOGO problem‐solving situation. The data analysis focused on the occurrence of the pupils’ social problem solving, effectance motivation and information processing. Cluster analysis was used to identify three clusters which are based on the variables present in the problem‐solving processes. The different clusters’ associations with school readiness and school achievement were analysed. The results indicated that during the problem solving the passive pupils (n = 16) needed a lot of teacher support, the independent pupils (n= 10) displayed considerable self‐directivity and rule making, and impulsive pupils (n = 12) had an off‐task behaviour. The school‐readiness and school‐achievement scores were highest among the independent group, moderate among the impulsive group and lowest among the passive group. The results suggest that LOGO promotes the development of problem‐solving skills, if each pupil receives sufficient support from the teacher. 相似文献
5.
S. S. Segal 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):177-194
A survey of mathematics teaching practices in the first four years of the primary school examines teaching methods in relation to patterns of teaching behaviour. It shows how methods combine, how both the use of methods and teaching behaviour vary with school year and pupil ability, and how one method changed over a period of five years. Implications for method‐evaluation and observations on the teacher's reaction to age and ability differences are offered. 相似文献
6.
A group of twelve pupils from an emotional and behavioural difficulties (EBD) school were transferred to a mainstream comprehensive school. They were supported by a specialist teacher and two Educational Support Assistants. The behaviour of the pupils was monitored. The behaviour of the EBD pupils was found to be very similar to that of the other pupils in the school. Only two of the EBD boys showed behaviour significantly worse than their peers. On the whole, the EBD pupils behaved extremely well in well-run classes, but their behaviour deteriorated in less well-organised lessons. Their behaviour tended to decline over the course of the school day, and the behaviour of all the pupils in the school was shown to be worse for the last period of the day. The implications of this research on the whole concept of EBD is discussed, as is the role, attitudes and practice of both teachers and educational psychologists. 相似文献
7.
浅析唐代宦官专权的演变及其原因 总被引：1，自引：0，他引：1
裴书研 《渭南师范学院学报》2010,25(6):84-87
中唐以后,由于宦官势力的极大发展,导致专权局面的形成。唐代宦官专权具有明显的阶段性,其演变的轨迹历经萌芽期、形成期、发展期、衰亡期四个发展阶段。其实现的途径往往通过对相权与皇权等中枢权力的渗透与掌控上。它是安史之乱后,皇帝猜忌臣下、统治集团的分裂与矛盾加剧,更为重要的是宦官控制了中央赖以存续的武力基础——神策军等因素的必然结果。 相似文献
8.
Herbert L. Friedman Dalva E. Hedlund 《International journal for the advancement of counseling》1991,14(1):59-69
In recent years as public health measures such as improved sanitation, water supply, and immunization have taken effect in developing as well as economically developed countries, there has been an increase in attention to health problems arising from voluntary behaviour such as sexual activity and substance abuse rather than simply from passively acquired infection. This is of special relevance to adolescents who have generally been given lower priority in health services because they are relatively disease-free yet whose patterns of behaviour have great significance for their present and future health. However establishing or changing health behaviour during the dynamic period of adolescence can be difficult especially when the environment is rapidly changing too. This is especially so in developing countries where the traditional directive approach to guidance may need to give way to a somewhat more non-directive style of counselling in order to accommodate greater adolescent autonomy, without loss of fundamental cultural values. Because few people in developing countries are experienced in such techniques WHO has developed a module for training counselling skills for adolescent sexual and reproductive health which preserves culture specificity in a non-directive approach and uses behavioural techniques to train communication microskills. 相似文献
9.
10.
Annica Elies Alfred Schabmann Barbara M. Schmidt 《Journal of Research in Special Educational Needs》2021,21(4):368-380
Associations between reading difficulties and problem behaviours in the classroom have been discussed controversially since the 1970s. The present paper investigates the influence of reading performance on teacher ratings of behavioural problems while taking into account behavioural autocorrelations and teacher halo effects. Teachers rated reading (in the middle of the school year) and behaviour (at the beginning and end of the school year) for a sample of 171 first-grade students. In addition, the students’ reading performance was objectively assessed via a standardised test at the end of first grade. The results showed that the effect of reading problems on classroom behaviour is heavily affected by autocorrelational and halo effects. After controlling for the interaction between teachers’ ratings of reading and behaviour, objectively measured reading performance had only a marginal direct effect on behaviour (as rated by teachers). Therefore, we argue that findings from the literature on the co-morbidity of behaviour and reading may be affected by similar (halo) effects, causing the effect of reading difficulties on classroom behaviour to be overestimated. Co-morbidities reported in the study should be closely examined with respect to their ‘methodological composition’ in the future. 相似文献
11.
This study evaluated the efficacy of a set of tip sheets developed to provide written advice to teachers about the management of common classroom behaviour problems. Twenty teachers were involved in the trial of the tip sheets. Teachers selected a child in their grade who demonstrated one of the behaviour problems, and after a baseline period, implemented the written advice for a period of 4 weeks. Outcome measures included teacher collected data, Goal Achievement Scale scores, Sutter-Eyberg Student Behavior Inventory, Teacher Report Form and consumer satisfaction. Measures of treatment integrity were also collected. Results indicated that 13 of the children showed substantial or moderate improvement. Of the seven who did not improve, four had high levels of general behaviour problems prior to intervention, and three had teachers who were not following the written advice completely. However, high levels of general behaviour problems did not prevent some other children still demonstrating improvements in behaviour (n = 5). The written advice in the tip sheets was found to be highly acceptable to the teachers. 相似文献
12.
School‐based support for children with conduct disorders; a qualitative longitudinal study of high‐need families 
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下载免费PDF全文 Madeleine Stevens 《British Educational Research Journal》2018,44(5):781-801
Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour. 相似文献
13.
H. K. Ning Kevin Downing 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):457-468
Background:?Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework. Purpose:?This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance. Sample:?Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women). Design and methods:?Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period. Results and conclusions:?The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance. Conclusions:?Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed. 相似文献
14.
Anne Edwards 《Curriculum Journal》2013,24(1):49-65
This article is an attempt to tease out what is so often termed learning through participation. Drawing on the analysis undertaken by the Learning Outcomes Thematic Group, the use of the participation metaphor in TLRP projects is discussed. The conclusion arrived at is that its use appears mainly to focus on behaviour and engagement in practices. After looking at the cognitive potential to be found in both cultural psychology and in the work that has its origins in interactionism and developmental psychology, the article cautions against simply seeing participation as another way of looking at behaviour and how it is shaped by context. It calls for a recognition of the cognitive elements in socio-cultural and activity theory frameworks and their capacity to explain how we learn new practices. It argues that a focus on coming to know or sense making requires a discursive shift that allows a rethinking of what is meant by acquisition. The implications of these frameworks for assessment are also touched upon. 相似文献
15.
This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour. 相似文献
16.
We assessed undergraduates’ representations of the greenhouse effect, based on student-generated concept sketches, before and after a 30-min constructivist lesson. Principal component analysis of features in student sketches revealed seven distinct and coherent explanatory models including a new Molecular Details model. After the lesson, which described the invisible molecular behaviour of gases, this group (n = 164) produced significantly more expert-like representations of the greenhouse effect, and included fewer novice ideas. The key behaviour that greenhouse gases emit radiation in random directions is new to most students and directly counters common explanations involving reflection and ‘trapping’ of radiation in the atmosphere. Thus, learning molecular behaviour of greenhouse gases may help students replace non-expert explanatory models. This Molecular Details model has not been previously identified, and is unlikely to have emerged from human evaluation of student sketches alone. When teaching the greenhouse effect, we propose that interventions explicitly incorporate greenhouse gas behaviour. 相似文献
17.
Robert P. Hunting 《Educational Studies in Mathematics》1986,17(1):49-66
This article focuses on the behaviour of nine year old Rachel as she constructed knowledge about fractions over a five month period. In particular, it is concerned to explain behavioural regularities for which certain mental processes, called schemes, are deemed responsible. Particular patterns of behaviour are accounted for by different kinds of scheme. Schemes that Rachel used to solve fractional number problems will first be distinguished. The roles played by Rachel's schemes are examined in the dynamic setting of a teaching experiment. An analysis of interactions between certain schemes is provided in the context of Rachel's efforts to learn about fifths. 相似文献
18.
Dario W. Pellegrini 《Educational Psychology in Practice》2007,23(1):63-77
19.
We present an experimental circuit realization of a simple jerk equation with modulus nonlinearity and study the chaotic behaviour
as a function of a variable control parameter. The third order differential equation has been realized using commonly available
opamps and the nonlinearity using a pair of diodes. The experiments indicate that chaotic behaviour indeed emerges through
the period doubling route as the parameter is changed. This work is instructive to show students the phase plots as a function
of the control parameter and determine the Feigenbaum constant. 相似文献
20.
The Working on What Works (WOWW) approach, which is based upon Solution-focused Brief Therapy, was implemented in a mainstream primary classroom over a 10-week period. The focus was on improving behaviour and relationships in class. Results demonstrated an improvement in teacher ratings for targets set by the class teacher compared with baseline. Pupils also set, and rated themselves on class targets. Observation of pupils, and their class-ratings, demonstrated a positive impact for these targets. Longer term follow-up suggested that this positive impact was maintained. It is concluded that WOWW had a positive impact on behaviour and relationships within this classroom. 相似文献