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1.
Name-calling is a common problem among primary school children in Turkey as in other countries. The Name-Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name-calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name-calling was found to be more common amongst boys than girls. A negative relationship was found between name-calling and peer beliefs, so that the greater experience of name-calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name-calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name-calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems.  相似文献   

2.
Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.  相似文献   

3.
The relationship between personality factors of education students and their success in student teaching was explored in relation to the student teacher’s sex and level of pupils taught. The IPAT Sixteen Personality Factor Questionnaire was administered to all education majors at Florida Atlantic University and the student teaching grade was collected for those students (N = 362) completing the education program.

A 3 × 2 × 2 Manova was employed wherein the level of pupil taught, teacher sex, and student teaching grade served as independent variables and the 16 personality scores as dependent variables. Significant effects were grade achieved in student teaching and sex. Separate discriminant functions were derived to separate both males and females with respect to student teaching grade. The percentage of hits resulting from subsequent classification of a replication sample was found too low to validate the personality discriminant model as a student teaching grade predictor.  相似文献   

4.
Following initial scepticism, the growth and developments within distance education in India have been tremendous. This paper records those developments in one of the largest distance education systems in the world with regard to its contribution to national development. The paper also examines curricular programmes, access and equity, media and technology, funding and costing, quality and accreditation, collaboration and networking, internationalization, and outcomes and benefits. The paper argues that higher education at a distance has significantly contributed to Indian national development on various counts, including innovative programmes for niche markets as well as community development; nation‐wide training programmes for the workforce and community and the empowerment of women; information and communications technology (ICT) networking and sharing of resources; massive human resource development for IT; management; school teaching; and development in new sectors of the workforce. Nevertheless, the areas of quality of instructional processes, access and equity, and effective deployment and use of ICT have been highlighted as accelerators to the system in its future expansion.  相似文献   

5.
In Norway more than 95 per cent of the students in each annual school-leaving cohort from the lower secondary school continue on to upper secondary education. The result is that there is a wide range of abilities among the students, and so various forms of adapted teaching are necessary. Each year almost 10 per cent of the new entrants in upper secondary are classified as students with special needs. The main focus of this paper is on how different forms of adaptation influence the flow of special needs students through upper secondary education. Two groups are compared: one with students who in their first year are taught exclusively within ordinary classes, and one with students who receive adapted teaching in small groups outside ordinary classes. The analysis controls for the level of functional difficulties among the students. The study illuminates how the organization of the specially adapted teaching influences successes as well as failures among the students. A sample of special needs students from six Norwegian counties has been followed prospectively through upper secondary education. Results of this follow-up study are presented within a theoretical framework based on transitions in the life course.  相似文献   

6.
The differences between genders in 14 different categories of disability, of samples of children and students found eligible for special education, are presented. In kindergarten and upper secondary schools, 65 per cent of the children or students deemed eligible for special education were boys. In elementary through junior high school the figures were about 70 per cent. In the kindergarten sample the difference in prevalence remained the same as the overall difference within each category of disability. In the samples from elementary, junior high and upper secondary schools a relatively higher prevalence than the overall difference between the genders was found with regard to problems of vision, hearing, language and intellectual disabilities among girls. A similar higher prevalence than expected was found among boys with regard to problems with reading and writing, psychosocial problems and attention deficit disorders. The conclusion is that the higher incidence of boys in special education during the pre-school years must be attributed to genetic or biological differences between the sexes. Further, in addition to these differences, the higher incidence of boys in special education during the school years is caused by an interaction between genetic or biological factors and a pedagogy that does not match the educational needs of male students.  相似文献   

7.
This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs.  相似文献   

8.
Beginning teachers in Queensland Catholic primary schools were surveyed before, during and after their first term of full‐time teaching practice in order to identify predominant concerns and professional‐development needs. Anticipatory concerns about personal adequacy dissipated quickly after teaching began, allowing concerns over student‐learning needs and class control to emerge. By the end of the first term, teachers were beginning to feel more confident and relaxed in their role. Most had maintained a preference for discovery/inquiry methods of teaching although issues such as students’ classroom behaviour, the availability of teaching resources and time pressures were beginning to exert an influence on their choice of teaching styles. The results are interpreted in the context of beginning teacher induction programmes, and recommendations are made regarding areas in which beginning teachers need particular assistance during their first teaching term.  相似文献   

9.
提高职业学校学生的动手实践能力,不仅要求学校有大量的实习硬件设备投入,还要有高效率、高水准的实验实习软件教学资源。中等职业学校实习教学软件资源库的建设要体现需求性、系统性、共学性、动态平衡性。建设内容主要包括实习教学素材库建设、资源管理平台建设、实习资源教学平台建设、使用平台建设等。  相似文献   

10.
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

11.
This study sought to determine: What influence do background characteristics of high school students have on their perceptions of teaching as a career choice? The independent variables, or background characteristics, were ethnicity, gender, the work status of parents, and grade level. Of particular interest was the extent to which African Americans were receptive to teaching as a career choice. The dependent variable of the study was students' perceptions of teaching as a career. Students perceptions were ascertained from their responses to an instrument administered to over 800 high school students. The inventory sought students' attitudes regarding: (a) the extent to which they valued teaching as a career; (b) the importance they assigned to teaching relative to other professions; (c) the influence of significant others in encouraging them to go into teaching; and (d) their desire to meet the prerequisites to becoming a teacher. Although the findings were in general those to be expected, some surprising ones were also observed.  相似文献   

12.
中学体育成绩的评价,是中学体育课程教学和管理的重要环节,其评价质量的高低影响到我国中学体育教学指导思想的落实和体育课程目标的达成与实现。运用文献资料、逻辑分析法,在分析现状的基础上,就目前中学体育成绩评价中可能存在的问题进行探讨,指出当前我国中学体育成绩评价在评价内容、评价方法及评价方式等方面存在的不足,根据＂新课改＂的要求,论述中学体育成绩评价的新模式,以期为进一步提高学生体质以及建立科学有效的教学评价体系提供理论参考。  相似文献   

13.
This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self‐paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self‐paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber‐bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources.  相似文献   

14.
In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues.  相似文献   

15.
A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.  相似文献   

16.
Gordon Porter 《Prospects》1995,25(2):299-309
Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at all levels is required...’ (Fullan, 1991b). Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so doing, we can achieve better results for students with special needs while simultaneously creating more effective schools for all students. A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock, New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education of the International League of Societies for the Mentally Handicapped.  相似文献   

17.
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.  相似文献   

18.
Individuals in their mid-thirties are expected to be employed and economically independent. However, people with disabilities and health problems – for example, former students with special educational needs (SEN) – may have problems in this domain of adult life. In Norway, individuals with SEN frequently rely on social security and support measures from the Norwegian Labour and Welfare Administration (NAV). This article is based on the narrative analysis of life course trajectories of seven young adult males over a period of 17 years – from their enrolment in upper secondary school with special needs teaching whilst in their teens to their participation in various NAV programmes whilst in their mid-thirties. The life course approach, with an emphasis on transitions and trajectories, has been used as the theoretical framework for analysing the presented data. The hope is that, taken together, these seven stories provide a deeper insight than one individual story could offer. We find that both social structures and the earlier life course affect one’s opportunities for joining the labour market.  相似文献   

19.
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.  相似文献   

20.
Summaries

English

This paper elucidates some of the conceptual, measurement and methodological problems associated with evaluating science curricula in terms of their impact upon students’ content‐free cognitive outcomes. In particular, a report is given of an investigation of the effects of incorporating ASEP (Australian Science Education Project) materials into the science programmes of a large sample of seventh‐grade students in Tasmania. In this investigation, the content‐free outcomes were assessed at the beginning and end of a school year by means of three measures of understanding of the nature of science and four measures of enquiry skills.

It was found that a significant relationship emerged between the curriculum variables and one learning outcome, between sex and six learning outcomes, between socio‐economic status and one learning outcome, and between school type and all seven learning outcomes. All together, the curriculum shows a continuous influence on the general cognitive‐learning results in the scientific field, as far as they are not related to specific subject matter.  相似文献   

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