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1.
Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.  相似文献   

2.
This article is an endorsement of Wong's proposal that risk and resilience models provide a framework for research and practice with regard to the social and emotional functioning of children with learning disabilities. Future research should include an examination of the impact of family functioning and parenting, and peer victimization. We need to be cognizant of findings in developmental psychopathology that single risk factors seldom have a massive impact on development; children who are at risk typically experience chronic multiple risks. Consequently, we cannot explain the social and emotional functioning of children with learning disabilities without understanding the reciprocal interaction between children and their environments.  相似文献   

3.
This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom.  相似文献   

4.
The present study draws on environmental science education to explore aspects of children’s conceptual change regarding hazardous household items. Twelve children from a fifth‐grade class attended a 30‐h teaching module of environmentally oriented science activities aimed at assessing their awareness about the environmental and health hazards posed by several typical household products. In‐depth interviews before, 2 weeks after, and 1 year after, the teaching intervention revealed that children followed three pathways of conceptual change ranging from the substantial alterations of their initial ideas to the qualitative enrichment of those ideas to the complete rejection of the new knowledge. Two components of the instructional intervention—the use of living organisms in classroom experiments, and group learning activities—along with the development of children’s situated metacognitive ideas facilitated their learning and increased the durability of the acquired knowledge. Additionally, sound indications concerning the situated nature and the social construction of the new knowledge were observed, as well as that in environmental education moral and value issues are closely related to knowledge.  相似文献   

5.
This investigation addressed the question of how relational stressors and supports interface with a known behavioral risk (aggression) to influence early emerging adjustment trajectories. Children's risk for aggression, as well as multiple relational risk and protective factors (i.e., stressful and supportive features of peer and teacher relationships), were assessed in a sample of 396 children and used to predict changes in psychological functioning and school adjustment from the fall of their kindergarten year to the spring of their first-grade year. Results were largely consistent with additive risk-maladjustment models; with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. For some adjustment criteria, however, there was evidence to suggest that relational stressors or supports exacerbated or compensated for dysfunctions that were linked with aggressive behavior. Moreover, compared with early onset, the chronicity of children's aggressive risk status and relational stressors and supports bore a stronger association with changes in maladjustment. Analyses conducted by ethnic groups suggested that African American children, who were typically a minority among their European American classmates, were more likely to experience particular stressors (e.g., chronic peer rejection), and were less likely to be afforded some form of support (e.g., stable teacher-child closeness). However, the nature of the predictive linkages found between the relational risk and protective factors and later maladjustment did not differ substantially by SES or ethnicity. The importance of investigating behavioral risks in conjunction with the relational features of children's interpersonal environments is discussed.  相似文献   

6.
Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children’s social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The present study qualitatively explored the role of directors in cultivating climates supportive of social-emotional teaching and learning. Program administrators (N = 12) were interviewed to inform a model of Positive Early Emotional Leadership. Findings indicate that administrators believe that they play a vital role in creating and maintaining positive centre emotional climates. Moreover, the ways in which directors influence the climate of the centre resemble the emotion socialization processes identified previously in parenting and teaching literatures. These findings connect developmental theory to educational practice, highlighting the potential connections among centre directors’ leadership practices, teachers’ emotional experiences at work, and children’s social and emotional learning.  相似文献   

7.
This study investigates university students’ perceptions of classroom experience in foreign-faculty and local-faculty classes and their relations to the type of institution in which they studied. The sample included 714 undergraduate students from 14 universities in Taiwan. The instrument consisted of seven dimensions: peer supportiveness, peer pressure, teacher supportiveness, teacher approachability, study preparedness, class participation, and learning comprehensiveness. The results indicate that students in both types of universities are reluctant to participate, feel pressure, and experience difficulty comprehending course content in the foreign teacher’s class. However, they feel that foreign teachers are more supportive and approachable than local teachers, especially in private universities. Compared with local-faculty classes, private university students prepare more and obtain more peer support in foreign-faculty classes. They also participate more and feel more peer support; however, they comprehend less course content than their public university counterparts in foreign-faculty classes. Detailed discussions regarding the university classroom experience of Taiwanese students in local-faculty classes and foreign-faculty classes are provided.  相似文献   

8.
Peer victimization is a well‐established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed in two subsamples taken from a full sample of 523 children nested in 28 classrooms, followed over the course of a school year. Results from a subsample of 213 students suggested that higher classroom levels of victimization predicted attenuated growth in children's reading achievement as well as greater stability of reading achievement over the course of the year. Results from a subsample of 490 children suggested that lower levels of classroom victimization predicted reduced stability of peer social preference and mitigated the trajectory between children's externalizing behavior and poor social preference. Implications for prevention of and interventions targeting peer victimization are discussed.  相似文献   

9.
Chang L 《Child development》2003,74(2):535-548
Teachers' beliefs about aggressive and withdrawn behaviors in the classrooms and teachers' overall caring and support of students were hypothesized to influence the relations between these classroom behaviors and peer acceptance and self-perceived social competence. These hypotheses were tested in a sample of 82 middle school classes consisting of 4,650 students ages 13 to 16. The results suggest that teachers' aversion to aggression and empathy toward withdrawal enhanced the self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression but not of social withdrawal. Teacher warmth had similar effects. Prosocial leadership had a positive social impact among students independent of teacher beliefs. These findings are discussed in an attempt to reconceptualize children's social behaviors and peer status.  相似文献   

10.
数学课堂教学任务认知水平是对学生学习效果进行过程性评价的重要手段,通过方差分析及回归分析影响不同学业成绩、年级、性别学生数学课堂教学任务认知水平的各种因素及其重要程度.不同学业成绩和性别的学生在任务认知水平及多数影响因素方面差异显著;不同年级的学生在任务认知水平及多数影响因素方面差异不显著;影响任务认知水平最重要的三种因素是数学教学情境、数学课堂交流、数学知识应用,构建科学的评价任务认知水平的模式,为测量学生任务认知水平和实施高水平认知要求的教学任务提供可操性方法.  相似文献   

11.
This chapter examines the extent to which the composition of classes affects learning outcomes. The aim is to explore peer effects when students are organized into classes on the basis of ability, ethnicity, or gender, as well as the effects of multigrade and multi-age classes and class size. The argument is defended that these composition factors affect only the probability that differential instruction and learning occur and that, at best, their influences are indirect. Teachers appear not to change their teaching activities when class composition is changed and most often the power of peer effects is rarely realized. Any direct effects of class composition are less related to learning outcomes and more related to equity and expectation effects by teachers and other participants (students, parents, and principals). Whether a school tracks by ability or not, reduces class sizes, implements multigrade/multi-age or single-level classes, or has coeducational or single-sex classes, appears less consequential than whether it attends to the nature and quality of instruction in the classroom, whatever the between-class variability in achievement. The learning environments within the classroom, and the mechanisms and processes of learning that they foster, are by far the more powerful. Good teaching can occur independently of the class configuration or homogeneity of the students within the class.  相似文献   

12.
The objectives of the study were to examine the characteristics of non‐referred children with behaviour difficulties (BD) (such as verbal and physical aggression towards children and objects), aged 9–12 years and attending mainstream schools, and to compare them with children with no BD. The second objective was to evaluate the contribution of a risk and protective factors model to the explanation of the social and academic characteristics of these students. The sample consisted of 337 students (Grades Three to Six from seven schools in the central area of Israel) divided into two groups: 163 students with BD (142 boys and 21 girls), and 174 students without BD (145 boys and 29 girls). The groups were compared, using the following measures: teachers’ assessment of academic achievement and behaviour problems (reactive and proactive aggression; hyperactive behaviour); peer’s ratings of social status (degree of social acceptance and rejection, reciprocal friendship and reciprocal rejection), and students’ self‐perceptions – their sense of coherence and loneliness. Results revealed that teachers evaluated students with BD as achieving lower academic grades and as displaying higher levels of hyperactive behaviour as well as three different types of aggression. Peer ratings of social status revealed that students with BD were less accepted at their classes and had fewer friends. They were more rejected by peers and had more identified enemies. Self‐perception comparisons revealed significant differences in their loneliness and sense of coherence. Results of the structural equation modelling analysis suggested a high degree of fit between the risk and protective factors’ model and the empirical findings for students with and without BD. Results of the study corroborate the model that explain children’s academic and social adjustment, considering the joint impact of risk (behaviour disorders) and protective factors (the sense of coherence), with educational implications in terms of teachers’ sensitising and programme development.  相似文献   

13.
The integration of computer technologies into everyday classroom life continues to provide pedagogical challenges for school systems, teachers and administrators. Data from an exploratory case study of one teacher and a multiage class of children in the first years of schooling in Australia show that when young children are using computers for set tasks in small groups, they require ongoing support from teachers, and to engage in peer interactions that are meaningful and productive. Classroom organization and the nature of teacher–child talk are key factors in engaging children in set tasks and producing desirable learning and teaching outcomes.  相似文献   

14.
K S Frey  D N Ruble 《Child development》1987,58(4):1066-1078
Naturalistic observations and interviews with children in kindergarten, first, second, and fourth grades (ages 5 1/2-10 years) were used to examine sex and age differences in evaluations of, and attributions to performance of, self and others. Observers coded the content of peer verbal exchanges during class work times, and the children were subsequently interviewed about their and their peers' classroom performance, as well as expectancies of performance on a novel task. Analyses of classroom observations generally supported previous laboratory findings; positive evaluation declined with grade level, and more negative self-evaluations and attributions were made by girls than by boys. In contrast, the interview measures did not show grade or sex differences in self-assessment; however, the consistency across interview and observation measures was greater at higher grade levels and for boys than for girls. Previous interpretations of age and sex differences in performance assessment are reexamined, and the possible impact of social context on evaluative statements is discussed.  相似文献   

15.
This study investigated classroom climate in relation to social context, heterogeneity (disability, multiculturalism) in class composition, and the occurrence of differentiated learning environments for children who need special support. Pupils aged 8–12 (679 from 39 classes in Swedish compulsory schools) responded to a questionnaire about classroom climate. Eighty of these students receive special support at school using various modalities. Multilevel factor analysis was applied to data to estimate differences within and between groups. Three significant climate factors were found. They pertained to the level of friction, satisfaction, and cohesiveness in the classroom. Social context was related to these three factors and to the occurrence of differentiated learning environments. The inclusion of pupils with disabilities appears to be related to less friction and higher cohesiveness among children. The article proposes increased interventions aimed at improving the school climate in disadvantaged neighborhoods. It also suggests that aspects of the placement of pupils with disabilities and of the organization of special support should be considered as indicators in studies of school effectiveness. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

16.
The current study was part of a larger project which examined teachers’ classroom practices and relationships with students’ learning engagement in primary-school education in Estonia. The focus was the role of autonomy supportive and structured teaching on learning engagement. Two primary-school teachers and their 46 students were selected for this study. The aim of the study was to explore how teachers’ classroom practices influence students’ learning engagement over two years during grade two and grade four of the educational system. Three trained observers rated classroom practices and students self-reported learning engagement. The results highlight primary students’ high-learning engagement, and did not confirm an expectation that low-autonomy-supportive teaching results in low-learning engagement in primary school.  相似文献   

17.
This study examined several aspects of the socioemotional experiences (i.e., loneliness, social skills, reciprocal friendship, reciprocal rejection, and social status) of adolescents with and without learning disabilities in an Israeli kibbutz environment during school transition periods. The sample consisted of 106 students with learning disabilities (LD; 74 boys and 32 girls) and 101 students without learning disabilities (NLD; 62 boys and 39 girls) drawn from seventh grade (i.e., early adolescence) and ninth grade (i.e., middle adolescence). The results revealed that seventh- and ninth-grade adolescents with LD received more social peer rejection than did NLD group adolescents, and students with LD were judged by their teachers to exhibit lower social skills and higher behavioral problems than their classmates. No significant group differences were found on loneliness, but an age-related increase in loneliness feelings was noted, which was independent from group membership and gender. Gender differences on self-report, peer ratings, and teachers' ratings on social measures in favor of girls were demonstrated. The discussion focuses on the potential impact of school transitions and of the developmental environment provided in the kibbutz on adolescents' socioemotional functioning and adjustment.  相似文献   

18.
案例教学法改变了传统“填鸭式”教学灌输式、封闭式、学生被动地接受知识、缺乏体验与反思的状况,使学生从被动学习转变为积极主动参与课堂教学,在体验中提升能力、掌握知识。案例教学法精髓主要表现为变被动式学习为主动式学习、“集中轰炸式”培训、“唯一”不受欢迎、案例教学是成本最低的“社会实践”。在探索过程中呈现出来“三个一”教学法、“体验、讨论参与、分享式”课堂教学方法等独具创新的方法,在公共管理类课程教学实践中取得了良好的效果。  相似文献   

19.
This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys.  相似文献   

20.
A sample of 398 children was followed up from ages 5 to 12 to investigate the relation between peer group rejection and classroom participation. The participation trajectories of individuals and groups of children who were rejected for differing periods of time were examined both during and after rejection using piecewise growth curve analyses. The results showed that whereas during periods of rejection, children exhibited negative or negligible growth in participation, when nonrejected, they manifested positive growth. These findings corroborated the hypothesis that (a) peer rejection creates constraints that inhibit children's classroom participation and (b) the cessation of rejection enables children to become more active and cooperative participants in classroom activities.  相似文献   

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