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1.
The purpose of this paper is to explore, by means of semi-structured interviews, how families of adolescents perceive and describe their educational styles and the development of adolescent autonomy. Specifically, the results of two different studies will be discussed: the first was conducted with a group of 83 parents (fathers and mothers) of 15- to 18-year-old adolescents, male and female, from different cultural backgrounds (medium-low and medium-high). The second study involved both adolescents and their parents of three age-groups (10 families with 13-, 15- and 17-year-old adolescents, for a total of 90 interviews), half male and half female. In the first study fathers and mothers were asked to describe the educational style they adopted in raising their children, its consistency across situations and similarities and differences with their partner’s style; moreover, parents’ beliefs about the process of separation/ /individuation of the adolescent were assessed. The second study focused on family members’ (father, mother, adolescent) perceptions and beliefs about the nature of autonomy and its development and on their degree of congruence or incongruence within the family; moreover, the inclusion of a group of younger subjects (13-year-olds) was intended to provide a picture of a larger age span. Results of content analysis conducted on subjects’ answers showed the presence of different “models” or “styles” of education adopted by fathers and mothers, as well as different conceptions of “autonomy” and patterns of autonomy development, which appear to differ according to the sociodemographic variables considered.  相似文献   

2.
This study investigated associations between student-perceived teacher behaviours and students’ personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent–child relationships. Junior-high school students (n?=?191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers’ psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers’ compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices.  相似文献   

3.
Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic. Specifically, teachers’ legitimacy is examined from the scope of the Relational Model of Authority and the principle of autonomy, from the standpoint of the individual (i.e. adolescent’s autonomy level) and the individual’s perception of the social context (i.e. perceived autonomy support). Participants were 323 adolescents attending two secondary schools in urban areas of Portugal, from 9th to 12th grades. The results indicate that teachers’ legitimacy, as recognised by students, varies according to their perceived autonomy support. In addition, more autonomous adolescents, when in contexts that they perceive as lower in autonomy support, recognise lower levels of legitimacy to their teachers, compared with individuals with lower autonomy levels. Results are discussed from the standpoint of the Relational Model of Authority, the Self-Determination Theory and the Theory of Psychological Reactance.  相似文献   

4.
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5.
ABSTRACT

One aspect of instructional leadership is the work principals undertake in supporting and developing teachers’ skills and capabilities. This paper examines this aspect of school leadership within a climate characterised by increased principal workloads, heavy external accountabilities, pressure to improve student results, and heightened autonomy which included discourses regarding principals’ increased freedom in staffing decisions. The case studies within this paper focus specifically on principals’ work in relation to the recruitment and development of staff. Policy and discourse suggests that principals have the autonomy to recruit and build staffing teams to meet school needs and improve outcomes, though questions have been raised about how autonomous public schools can be a part of a wider system. This paper explores the role autonomy plays in leadership practices relating to staff recruitment and development. The findings contribute to a body of knowledge regarding the ways principals make sense of and enact their work under highly pressurised school improvement policy conditions.  相似文献   

6.
Curriculum for Excellence, Scotland’s 3–18 curriculum, has been described as ‘the most significant curricular change in Scotland for a generation’ (McAra, Broadley & McLauchlan, 2013, p. 223). The purpose of the curriculum is ‘encapsulated’ in four capacities in order that learners become i) successful learners, ii) confident individuals, iii) responsible citizens, and iv) effective contributors. With particular reference to these capacities, we explore the principle of autonomy as it pertains to both individual and collective flourishing. In so doing we seek to disarm commonplace criticisms of autonomy by proposing it might be put to work in CfE as a multi-dimensional, context-sensitive concept that is relational as well as individual. We conclude that the four capacities lend themselves to re-consideration and re-mapping in pursuit of autonomy and flourishing premised on the principles of personhood.  相似文献   

7.
This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.  相似文献   

8.
This study aimed at identifying the differences between a flipped classroom and a non-flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using post-tests, questionnaires and focus group interviews during the data collection process. Sixty-one students were the respondents involved in a non-randomised experiment with a control group design, while 10 representative students participated in a focus-group discussion. The results reported that post-test 1 showed no significant difference between the two groups of flipped and non-flipped classroom instruction (t = 1.68, p = .474), while post-tests 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). This finding shows that students in the flipped learning environment were more competent handling online tasks and activities, and were able to control their learning outcomes. The survey results showed that the flip-class setting fostered better peer interaction and autonomous learning skills among the students. The flip-class environment had also a positive influence on students’ intrinsic motivation. The qualitative findings from the students’ interviews revealed that students were motivated by the video-recorded lectures, self-regulated learning environments, engagement in class activities and peer interaction. Conclusions from this study showed that the flip-class setting had successfully established the basic psychological needs of SDT, namely: competency, autonomy and relatedness in a flipped classroom model.  相似文献   

9.
The concept of field forms the centre of Pierre Bourdieu’s relational sociology and the notion of ‘autonomy’ is its keystone. This article explores the usefulness of these underexamined concepts for studying policy in higher education. It begins by showing how Bourdieu’s ‘field’ approach enables higher education to be examined as a distinct and irreducible object of study. It then explores the value and limitations of this conceptualization through analyses of policy during two contrasting moments of transition in the same field. First, the insights offered by a field approach are illustrated by analysing the new student debate over the creation of new universities in early 1960s English higher education. This shows how the field’s relatively high autonomy shaped the focus and form of policy debates by refracting economic and political pressures into specifically educational issues. Second, considering contemporary changes in policy highlights how the erosion of the social compact underpinning higher education has increasingly fractured autonomy, necessitating the development of Bourdieu’s conceptualization. A distinction between positional and relational dimensions of autonomy is introduced to capture an increasing disjuncture between the origins of the actors running higher education and of the principles they are adopting, respectively. These concepts are utilized to illuminate the effects of current moves towards marketization and managerialism in higher education on principles, practices and identities within the field.  相似文献   

10.
Symbolic of the rise of neoliberal principles in Irish education policy, there is now a move towards advancing school autonomy and decentralizing decision-making to individual schools, possibly emulating the academy model that has become widespread in England. Increasing the freedom and independence of schools may involve using private actors to provide what has traditionally been the service of the state, but it will most definitely involve schools behaving more like private sector organizations. While some of the new powers that would be devolved to schools might seem attractive, especially in how they are presented at an official level, this paper highlights how features of autonomous schools that may initially seem appealing are, in practice, likely to be unsuited to the Irish context. In this regard, this paper advises that school autonomy should not be advanced in Ireland.  相似文献   

11.
In this investigation we assessed the relationships between perceptions of parenting and student’s academic motivation and success. College students completed a series of questionnaires assessing perceptions of parental warmth, autonomy granting, and supervision, and perceptions of academic control. Findings revealed different models for males and females. For females, perception of control was predicted by parental warmth and supervision. For males, only parental warmth was a significant predictor of perceptions of control. Perception of control predicted grade point average for both males and females. Parenting probably influences the development of motivational beliefs during childhood and adolescence and these beliefs continue to be important into the college years. Additionally, our findings of gender differences suggest that the effects of parenting may be moderated by the child’s gender.  相似文献   

12.
The purpose of the present study was to explore relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research.  相似文献   

13.
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14.
Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage?=?10.48 years, SD?=?0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity.  相似文献   

15.
This study focused on the collaborative structure-building behavior of school principals and examined how such behavior affects teacher empowerment. More important, it tested the mediating effects of participative management and learning culture. By collecting nested data from 104 schools in Hong Kong and adopting multilevel structural equation modeling, we found that teachers’ sense of autonomy and self-efficacy were correlated at the individual level but were independent at the school level. The effect of building collaborative structures on teachers’ self-efficacy was mediated by both participative management and learning culture, whereas the effect on autonomy was mediated by participative management only. The findings contribute to the literature in at least 2 ways. First, the inclusion of both principal leadership and school-level factors provides more refined predications of teacher empowerment. Second, the testing of the theory-grounded hypotheses in an Asian society verifies the validity of certain cultural assertions about this region.  相似文献   

16.
Education and Information Technologies - Though flipped learning has positively impacted teaching English writing, its usefulness in developing students’ English writing performance,...  相似文献   

17.
Tertiary Education and Management - This paper is an attempt to reconcile two different perspectives and come up with a more comprehensive conceptualization of university autonomy by adopting a...  相似文献   

18.
ABSTRACT

To examine different approaches to teacher autonomy in nation-states, three countries were selected for a comparative study: Estonia, Finland and Germany. The emphasis of the study lies on the subjective perceptions of upper secondary school teachers (n = 33 semi-structured interviews) regarding their curricular autonomy and experiences of being controlled by the system. The article discusses different concepts of teacher autonomy and agency theoretically and concludes that they are partly overlapping, but not the same. Agency can be understood as the realistic actualization of autonomy within the constraints of the teaching profession, while autonomy is, in theory, more liberating, focusing on self-directedness, capacity for autonomous action and freedom from control. The data analysis showed that the expectations of teachers as to the amount of desired autonomy varied greatly. While the Finnish teachers in the study perceived control over teachers’ work to be unnecessary, due to their high professionalism, the Estonian and German teachers did not advocate absence of control, instead preferring to ‘have complete freedom to choose within limits.’  相似文献   

19.

In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

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20.
Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied ‘for them to be happy’. But what kind of happiness are they talking about? What kind of education might lead to happiness? Drawing principally on the work of Kellerhals and Montandon and their ‘contractual model of education’ and Bauman’s concepts of ‘secondary security’ and ‘homo eligens’, although also taking into account the related contributions of Lareau, Vincent and Ball, Stefansen and Aarseth, and Kusserow, the paper aims to demonstrate the strong connection these families make between happiness and ‘absolute’ autonomy, understood as two sides of the same coin and seen, by the participants, as the guiding principle that should shape the way they bring their children up.  相似文献   

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