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1.
It is well known that many pupils are bullied and suffer in a variety of ways as a result. This study looks at a largely overlooked outcome of bullying that may have direct consequences for academic success – disrupted concentration and attention to school work. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’. The most common solutions provided by pupils to help children affected in this way involved:

  1. helping them feel safe from bullying in class;

  2. reminding them to disclose/seek help if they are bullied;

  3. encouraging teachers to be supportive of victims of bullying;

  4. encouraging teachers to be on the look out for signs that pupils have been bullied; and

  5. using social support from other pupils.

No significant sex or school year differences were found.  相似文献   

2.
In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that:

  • Questioning is not ‘normal’ for everyone;

  • The experience of classroom safety may be different for student participants than for teacher participants;

  • Reflection is a situated responsibility; and

  • Assessment and authority interact within the context of learning in a formal classroom.

Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.  相似文献   

3.
The advent of comprehensive education implies a search for a common culture, or a common treatment of culture, across the whole school population. This article reviews the present stage in this search, attempting to define a suitable treatment of culture by secondary schools. The history of schools’ treatment of cultural sources is briefly invoked, particularly the differences in treatment found in grammar and secondary modern schools. Purportedly progressive attitudes to ‘formal’ or ‘high’ culture are analysed and found to be too simplistic. Traditional education is shown not to have genuinely served its own’ supposed cultural aims, whilst progressives’ rejection to those aims is shown to be inadequate as a reaction to what traditional education actually did rather than claimed to do. It is proposed that a more engaged approach to formal culture, involving critical receptivity, is appropriate for all pupils, and would also require the nourishment of a more receptive attitude to pupils’ own creativity.

Since we have liberated the term ‘culture’ from meaning merely a rarified level of works of art, it has become so all‐embracing as to be almost unmanageable. Influenced by anthropology, we now tend to think of culture as extending to the most casual level of value and idea by which we live our daily lives. It even includes our most informal language habits.

The difficulty, of course, with such an all‐embracing notion is that it makes the subject almost impossible to talk about. Criteria of quality , and currency are blurred. Part of the same confusion is that the education system, formerly seen as the custodian of ‘culture’, now has no name for the special resources of knowledge which are ‐‐ or used to be ‐‐ its particular responsibility.

I will use culture here to mean those public works or activities which represent man to himself and are value laden. Thus literature, psychology, history, philosophy, politics, law, economics and sociology would all be included. They might have scientific elements but they still convey normative images of man.

If the concept of culture itself, even as so defined, has a blunt edge, we must discriminate elements within it in order to make the area susceptible to discussion. To get a picture of how schools, traditionally, have mediated culture, we must distinguish at least five broad elements:

  1. formal, by which is meant that part in which academic and professional institutions specialize;

  2. informal, meaning relatively spontaneous and non‐centralized activities, including ordinary conversation;

  3. mass culture, such as films, television, popular music, advertising;

  4. avant‐garde culture, arising out of a sense of crisis in the formal culture; and

  5. ethnic, other than that which coincides with the content of previous categories.

These are pretty crude categories, but they are a little better than such common divisions as ‘high/low’, ‘popular/serious’ and ‘traditional/contemporary’, and they permit some analysis of relationships between different elements within our culture as a whole.  相似文献   

4.
This study investigated the relationship of personality, ability and school achievement. The findings here were that:

  1. intelligence is the major determinant of school achievement;

  2. bright children tend to come from smaller families than dull children;

  3. relatively unstable children have a better level of school achievement than stable children;

  4. extraversion‐introversion had no effect on school achievement.

  相似文献   

5.
Metacognition is considered by most educationists as an element necessary for many cognitive tasks. In problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit high level cognitive skills like “self-regulation skills” (also known as metacognitive strategies) for successful problem solving.

A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.

Some findings that emerged were:

  • (a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.

  • (b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.

  • (c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.

  • (d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.

  • (e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.

  • The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.

  相似文献   

6.
At the University of Electro‐Communications instruction is given on fundamental electricity in accordance with the educational principles derived from the philosophy of ‘Zen’. On the technical side, CCTV interphones and other audio‐visual aids are employed. In particular, we have inaugurated a remote instruction method called ‘TV‐Interphone’, abbreviated to T.I. method, through which we give personal guidance to students in the conduct of their experiments. Data from the experiments are fed into a computer which was installed in the laboratory for control processing

Three courses are provided:

  1. 1. Electrical Measurements and Characteristics of Analogue and Digital Circuits.

  2. 2. Electrical Measurements and Characteristics of Advanced Analogue Circuits

  3. 3. Design and Experiment

  相似文献   

7.
The study reports the analysis of a mother/child interaction sequence. Its focus is on the mother's teaching strategies. The child was presented with two tasks. The first task was new and not previously experienced by the child; the second task was one that had been experienced. The mother's teaching of the tasks was videotaped and analysed. The material was analysed according to ‘on task’ behaviours. The results indicated that:

  1. (a) both the mother and child were able to maintain a continuous communication sequence;

  2. (b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;

  3. (c) the language used by the mother was ‘restricted';

  4. (d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues

  相似文献   

8.
We give below information based on the final report (February 1976) of the Symposium organized by the Council of Europe's Committee for Higher Education and Research on “The student in distant study systems” (Tübingen, 6‐10 October 1975). The Symposium dealt with such problems as:

  • definition of distant studies

  • the social image of the distant student (society's appreciation, acceptance etc.)

  • the reasons behind the introduction of distant study

  • students’ situation in this form of study

  • planning and organization, of distant study courses

  • functions of distant study courses

  • interaction between tutors and students;

  • construction of study materials for distant study;

  • methods and media;

  • research on and development of distant study.

  • the future programme of the Committee.

  相似文献   

9.
The aim of the CEPES Round Table on The Contribution of Higher Education in Europe to the Development of Changing Societies (Bucharest, 21‐23 September 1976) was to exchange ideas and experience on the role of higher education in Europe in view of the general changes in present‐day society, and also with regard to the Final Act of the Helsinki Conference on Security and Co‐operation in Europe. The following eleven participants took part in the meeting:

  • Professor György Adam (Hungary), Rector of Budapest University;

  • Professor Gunnar Adler‐Karlsson (Sweden), Roskilde University;

  • Professor Hélène Ahrweiler (France), President of the University of Paris I;

  • Professor Johan Galtung (Norway), Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik;

  • Dr. Stefan Kwiatkowski (Poland), Deputy Director of the Institute of Science Policy and Higher Education in Warsaw;

  • Professor Mircea Malita (Romania), Bucharest University,’ Counsellor to the President of the Socialist Republic of Romania;

  • Professor Manfred Nast (GDR), Secretary to the Council of Higher Education Institutions of the German Democratic Republic;

  • Professor James A. Perkins (USA), Chairman of the International Council for Educational Development (ICED);

  • Professor Branko Pribicevic (Yugoslavia), Belgrade University;

  • Professor Ludwig Raiser (FRG), President of the Standing Conference of Rectors and Vice‐chancellors of the European Universities (CRE);

Professor Yuri Zhdanov (USSR), Rector of Rostov University.

Also at the meeting were observers and representatives from the United Nations Development Programme (UNDP), Council of Europe, International Association of Universities (IAU), the European Cultural Foundation and Association des Universités Partiellement ou Entièrement de Langue Frangaise (AUPELF).

The meeting was opened by the Representative of the Director General of UNESCO, Mr. René Ochs, Director of the Division of Higher Education and of Training of Education Personnel.

H.E. Mrs. Suzana Gddea, Minister of Education and Learning of the Socialist Republic of Romania, addressed the meeting during the inaugural session on behalf of the Romanian Government.

We give below a summary of the discussions. This is not an official report of the meeting. (For further information on this meeting and its follow‐up see page 32 in this issue.)  相似文献   


10.
Abstract

This paper deals with four aspects of teacher training in educational technology:

  • general information on the education system in Rumania

  • teacher training in the utilization of educational media

  • teacher training with a view to the improvement of teaching‐learning systems

  • teacher training in the new information and communication technologies

In each of these areas of teacher training, the problems and perspectives related to developments of educational technology are considered.  相似文献   

11.
How do teachers in the second cycle regard in‐service training and what are their expectations? This article proposes to describe their attitudes on the basis of a postal survey carried out among a representative sample of teachers in lower and upper secondary schools and LEP (upper‐secondary vocational schools) in France. The survey brought in 2106 usable replies, of which a representative group of 988 replies have been analysed.

First it was noted that three‐quarters of the teachers had in the past had some in‐service training. It consisted of self‐training, done especially by reading and fairly short courses, bearing essentially on knowledge of the main subject and on the methods and techniques of teaching.

More than two‐thirds of the sample knew about academic plans of training, though in most Académies it was the first year of their existence. Half of them enrolled for at least one of the proposed courses and 60% of these candidates were accepted.

After multidimensional analysis of the expectations of contents, five concepts of training can be identified:

  1. a traditional concept of didactic training, centred on the contents and methods of teaching, is widely shared by all the teachers;

  2. a concept based on the ‘modern’ contribution of didactics, the pupil‐teacher relation and collaboration inside the institution;

  3. a concept centred on pupils’ knowledge, external collaboration and innovation, (like the preceding one, this concept is shared above all by women, the young, vocational and general subjects teachers in the LEP);

  4. a concept centred on interests not directly linked to classroom activities but related to teaching. It is especially held by vocational teachers in the LEP.

  5. a concept centred on personal interests not directly linked to the teaching profession, especially held by men, the young, LEP teachers, auxiliary teachers and LEP teachers in technological teaching.

Teachers in the classical and modern upper secondary level and even more so the agrégé teachers are the ones who share the least in these concepts, except for the first one.  相似文献   


12.
Abstract

In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour‐modification philosophy. But during the first author's directorship, the home operated on the ‘just community’ philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts.

During this ‘just community’ period, residents moved up an average of one‐third of a stage in their reasoning on the Kohlberg moral judgement interview. This advance in stage was comparable to that found in good developmental moral education programmes for non‐delinquent high school youth. Comparison groups of offenders were studied in a secure behaviour modification programme and a secure transaction analysis programme. Insignificant increase in residents’ moral reasoning was found in these programmes.

A moral atmosphere interview was also administered to residents in each of the programmes. The just community programme was perceived as highest on the following dimensions:

  1. 1. Amount of moral discussion and dialogue

  2. 2. Amount of resident power and responsibility for rules and decisions

  3. 3. Amount of concern about fairness of rules and policies

  4. 4. Amount of self‐perceived moral behaviour change

The transaction analysis programme was intermediate between the just community programme and the behaviour modification programme on these dimensions.

Tentative conclusions are advanced with regard to policies for institutionalized youthful offenders.  相似文献   

13.
AID — the acronym stands for Assessment for Instructional Development — is a behaviourally referenced class questionnaire developed by the author from a data base drawn from 12 institutions of HE (Polytechnics and Universities). It is intended to help the user locate

  • objectives in their own progress towards which his students report they lack confidence

  • teaching behaviours that seem to bear on these objectives

  • changes of teaching strategy that may therefore help the students

AID is focussed on the individual class and subject discipline — it is not suitable for ‘accountability’ uses.

The paper describes the rationale for choosing a behaviourally referenced system (focussed on what teachers and students do or feel, and how often) rather than a ‘satisfaction scale’ (focussed on ‘do my students like me?'), and the way AID was developed from earlier, mainly North American behaviourally referenced systems, such as IDEA. Crucial changes in research methodology are explained and justified. The characteristics and capabilities of the developed system are then outlined, and how to use it is explained. Finally, illustrations are given of three typical uses of the system — a comparison of three elements in a part‐time course for use by the course team in a course review, and two analyses of particular teaching programmes for individual lecturers.  相似文献   


14.
Abstract

In many countries agriculture is in a process of rapid change,

  • - it has to meet a growing demand for food in a sustainable way,

  • - the international competition is increasing,

  • - the increase in labour productivity is decreasing the employment opportunities in agriculture,

  • - agricultural research is offering many new opportunities to increase productivity,

  • - government price support for agricultural products in industrial countries is decreasing.

These changes have many implications for agricultural extension, such as:

  • - the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,

  • - advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,

  • - this requires a change in extension methods and in the information sources extension agents use,

  • - agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,

  • - a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.

Agricultural extension is often expected to contribute to a reduction of poverty among farmers and farm labourers. One has to think seriously how one can realise this objective.  相似文献   

15.
This study compares the performance of Singapore boys and girls in Ordinary (‘O’) level Mathematics (Syllabus D). A sample of 88 boys and 88 girls was used to identify some areas of concern as regards gender and Mathematics attainment. The findings of the study were as follows:

  • (i) Boys performed better than girls on Paper I questions.

  • (ii) For the compulsory questions on both papers boys did significantly better than the girls on the following topics – mensuration, statistics, arithmetic, geometry and probability while the girls out-performed the boys on algebra and graphs.

  • (iii) Boys also surpassed girls on the compulsory questions which tested spatial ability.

  • (iv) In Paper II, section B, girls showed a marked preference for questions on algebra and graphs, and vectors in two dimensions while the boys' only marked preference was the question on mensuration.

The pupils' grades in Mathematics were also compared with those of the other subjects they took in the English medium examination and it was found that grades in Physics, Science (Chemistry, Physics) and Metalwork – the so called Mathematics-related subjects – did not correlate to the same degree for the two sexes.

The Mathematics results of the Singapore candidature in ‘O’ level Mathematics examination revealed that on the whole boys performed better than girls.  相似文献   


16.
Summary

In order for group analysis to be successful and to achieve the atmosphere which allows student cooperation to flourish, it is essential that adequate physical and financial resources are provided. These can be summarized as follows:

  • (i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.

  • (ii)Secretarial staff for typing and administration

  • (iii)Laboratory technicians

  • (iv)Visual aid staff

  • (v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.

  • (vi)The active cooperation of academic and technical staff

  • (vii)Flexibility in timetabling and room allocations

  • (viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary

  • (ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation

  • (x)A cooperative administrative staff.

It is not difficult to provide such resources to make a new experience for a considerable number of college administrators and teachers alike.  相似文献   

17.
The subject of the 12th Biannual Conference of the Standing Conference of Rectors and Vice‐Chancellors of European Universities (CRE) held on 8‐9 April 1976 in Munich, was “Foreign students and their access to universities”. The Conference analysed this theme on the basis of the following three papers:

  • “Reflections on the Problem of Student Mobility in Europe” by Professor Dr. Hansgerd Schulte, President of the German Academic Exchange Service, Bonn

  • “Reflections on Problems of Student Mobility from the Third World” by Professor Dr. Gerhard Grohs, Berlin

  • “Mobility of Students and Mutual Recognition of Diplomas in the European Community” by Karl H. Massoth, Head of Division, Directorate‐General for Research, Science and Education, Commission of the European Communities, Brussels

Information on UNESCO's involvement with the subject of the Conference and on the objectives and activities of the UNESCO European Centre for Higher Education was given by its Director (see page 30).

We give below the main elements of the three above‐mentioned papers.  相似文献   


18.
Eighty‐seven high school students participated in the study in one of four conditions:

  1. 1. Visual Organiser/Cooperative Learning

  2. 2. Cooperative Learning only

  3. 3. Visual Organiser only

  4. 4. Teacher‐Directed

Students were taught how to use mole maps to assist them in solving single‐quantity and multiple‐quantity mole problems. A mole problem involves converting quantities of chemicals to moles, a unit of measurement used in Chemistry. Students took tests immediately after instruction and then took mid‐term examinations that included mole problems. Repeated measures analyses with post‐instruction test scores and the mid‐term scores for single and multiple‐quantity mole problems showed that student performance was significantly better immediately after instruction for both kinds of problems. Students who used visual organisers and cooperative learning outperformed students who experienced teacher‐directed instruction on single‐quantity mole problems and also on the immediate post‐instruction test of multiple‐quantity mole problems. Cooperative learning resulted in less decay in performance over time.  相似文献   


19.
The Annual Conference of the Association of Universities and Colleges of Canada (AUCC) entitled “The Changing Conditions within the Universities” was held from 1 to 4 November 1976 in Regina.

The meeting mainly concentrated on the following issues:

  • participation of the AUCC in public policy on higher education and research

  • problems facing the research community in Canada

  • the status of women in universities

An important part of the conference was cax'ried out in the form of workshops which had the following themes:

  • the problems of ahanging growth rates

  • the nature and level of university research

  • international aspects of university operations

  • graduate education

  • the future of the community of scholars

  • the evaluation of performance in the university

  • continuing education

The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.

The traditional role of universities throughout the world has always been to:

  • safeguard and preserve knowledge

  • impart and disseminate knowledge

  • expand the frontiers of knowledge

To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:

  • to contribute to the cultural, social and economic development of society

  相似文献   

20.
Abstract

Recent advances in computer‐based interactive digital technologies have presented a broad range of possibilities to create powerful presentations and instructional messages. However, incorporating these new technologies effectively is not a simple task because the design of effective computer‐based instructional material is a complex process. Successful design involves interactions between individual learner characteristics, instructional delivery media, the type of specific knowledge and skills being taught, and the strategies and methods used to teach the material.

This paper discusses:

  • — The need for an Automated Instructional Design

  • — The integration of learning theory, instructional design and technology

  • — Some approaches for automating instructional design

  • — An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).

  相似文献   

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