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1.
According to several US Supreme Court decisions, minors have the right to abortions, yet various conflicts cause some uncertainty for counselors and other professionals working with minors. In defining the role of the school counselor with regard to abortions, Duncan and Moffett (1974) explained that counselors should establish a setting for clients to examine feelings and evaluate alternatives. They advised counselors against imposing their views and attitudes on clients. Walleat (1975) summarized the counselor's responsibilities as follows: view abortion in relation to the student's total involvement rather than a crisis situation; work in conjunction with other community and school programs; help students "process" information; and help students use information about abortion, even when schools fail to supply that information. Additionally, Walleat emphasized that there were possible legal and ethical issues regarding schools providing abortion information. The extent to which schools can or should provide abortion information to minors is unclear. Burgum and Anderson (1975) made some recommendations to help counselors avoid lawsuits regarding abortions. They suggested that counselors give advice only in those areas in which they are competent according to their education and work experience. In view of the proposed legislation and legal shift toward parental notification, counselors of minors should strongly encourage their clients to discuss their situation with parents. The major questions are: how far must counselors go in providing information to parents of minors; and is the legal responsibility strong enough to require counselors to break confidentiality under certain conditions. Until a major court case or legislation addresses these questions, the school counselor's role is undefined. Because parental notification about abortion for minors is unclear, professional guidelines are urgently needed to aid counselors. Professional counseling groups need to address the unresolved issues in a position paper or other materials. Until such time, the following recommendations should prove of value to counselors: counselors should urge minors to discuss abortion plans with parents and involve families in the counseling process, if possible; counselors should consider the social mores of the community; counselors should work through their national, state, and local professional organizations for directions and guidelines on abortion counseling and dissemination of abortion information for minors; and counselors should be knowledgeable about appropriate referral agencies dealing with abortions.  相似文献   

2.
Abstract

The authors used data from the Longitudinal Study of American Youth to investigate variables related to change in students' attitude toward and beliefs about mathematics in middle school and high school. Using hierarchical linear modeling techniques, the authors modeled variation in students' rate of change with variables associated with student characteristics, instructional experiences, and environment. They also identified variables that differentially affect change at different levels of secondary school (i.e., middle school vs. high school) and for different affective dimensions (i.e., attitude toward mathematics, beliefs about the social importance of mathematics, and beliefs about the nature of mathematics). Results showed a substantial negative change in students' attitudes toward and beliefs about the social importance of mathematics throughout secondary school. However, students' notions of the nature of mathematics did not change throughout secondary school. The authors identified variables related to change and found that they differed according to the level of secondary school and affective dimensions.  相似文献   

3.
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4.
ABSTRACT

This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.  相似文献   

5.
ABSTRACT

This qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman’s [1996. “Friendship Quality as a Predictor of Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships.  相似文献   

6.
《Africa Education Review》2013,10(2):294-308
ABSTRACT

This article examines social representations of information and communications technologies (ICT) in high school students in Niamey, Niger, and explores whether these representations are determined by training in and regular use of ICT. A sample of 50 students attending two lycées1 was studied. Only one lycée offered computer courses. The results of semi-directed interviews show that whether or not they took computer courses, the students developed social representations of ICT. These representations were associated with favourable attitudes toward computer and Internet use at school. The chi-square test hypothesis shows that students’ social representations of ICT were not determined by training in ICT.  相似文献   

7.
ABSTRACT

Background: In England, practical work is a major part of secondary school science and yet little research has examined students’ attitudes specifically to practical work.

Purpose: To examine students’ attitudes to practical work in biology chemistry and physics in secondary schools in England.

Sample: The study involved 607 students from Year 7 to Year 10 (aged 11–15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area.

Design and methods: The research considered students’ attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.

Results: Whilst secondary students’ attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.

Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 – ages 11–14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases.  相似文献   

8.
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9.
The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.  相似文献   

10.
School counselors are trained in academic preparation programs for future job activities. However, job expectations taught in such programs can differ from actual school counseling activities. This article reports the findings of a national survey of school counselors' (N = 1,052) perceived preparation and practice.  相似文献   

11.
The school counselors of one state were surveyed about the methods they employed in releasing pupil personnel information to requesting sources. Results indicated that while the methods used to release such data varied by type of information and requesting agency, complete confidentiality was rarely, if ever, extended to school-age clients. Information concerning the educational progress and vocational development of the client was most readily shared with others. While most requested information was released in some form, other school personnel were most likely to receive unabridged data.  相似文献   

12.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.

Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.

Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.

Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.

Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.  相似文献   

13.
In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance.  相似文献   

14.
ABSTRACT

Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day—an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings.  相似文献   

15.
Abstract

This study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college.  相似文献   

16.
ABSTRACT

What do Jewish day school students believe constitutes good understanding and worthwhile learning in the context of their encounter with rabbinic texts in the classroom? This article shares findings from an interview study of Jewish day school students in grades 9 through 12 regarding their attitudes toward the study of Talmud. I argue that high school students’ estimations of the value of Talmud study are shaped, not only by individually held tastes, talents, and commitments, but also by a set of shared intellectual values. These values, related to their beliefs about the purposes of learning and what good learning should accomplish for the learner, develop in the context of their schools and communities and frame how students set goals for and assess their own understanding of Talmud.  相似文献   

17.
The study aims to elucidate the characteristics of gifted underachievers at the university level and the reasons for their underachievement. The sample consisted of students from Bogazici University in Istanbul. The School Attitude Assessment Survey‐Revised (SAAS‐R) instrument was administered to 91 underachievers and a comparison group of 74 university students. The instrument employed five subscales: academic self‐perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self‐regulation. Findings indicated that the comparison students and the underachieving students differed on all five subscales of the SAAS‐R. In addition, the instrument correctly classified almost 80% of the students in the present sample as either underachievers or comparison students. Among the five subscales, the motivation/self‐regulation subscale was most predictive of underachievement status.  相似文献   

18.
ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.  相似文献   

19.
Abstract

Schools–which play an important role in the formation of young children's positive attitudes toward the environment–can improve their environmental performance by working with all members of the school community. In this article, I discuss schools' relevance in developing environmental awareness in young children. This article also explains that the primary-level national curriculum and the Mexican educational system are working toward an environmental policy. A brief introduction describes some of the most significant educational changes in recent Mexican history, emphasizing the role of textbooks.  相似文献   

20.
The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan’s students’ personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty‐two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students’ scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students’ attitudes toward science. Implications of these findings for classroom instruction are discussed.  相似文献   

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