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1.
Suicidal behavior in children and youth continues to be a major public health problem in the United States. School personnel have a legal and ethical obligation to recognize and respond to the mental health needs of their students and to take steps to ensure their safety. In this exploratory study, suicide risk assessment practices of three large school districts were examined. More than 3,400 suicide risk assessments were conducted in these districts during the 3 years considered. The results indicate that all three districts have implemented suicide prevention programs that include risk‐assessment practices in an effort to reduce suicidality. Suicides risk assessments were conducted with at least one child in each grade from kindergarten through 12th in each district, occurring most frequently at the middle school level. Differences by gender were noted in terms of level of risk and hospitalizations, but no significant differences were observed based on race/ethnicity. These risk assessment efforts of these three districts appear to be promising in preventing suicides: none of the students who were assessed went on to commit suicide. Implications for school‐based practices and training are discussed.  相似文献   

2.
Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest.  相似文献   

3.
Abstract

This article is set within the context of a school‐based change initiative, where we studied a number of teachers and students in order to understand the ways in which they understood and experienced the complexities of the change process, and to add their voices to the ongoing discussions around restructuring and school‐based change. We found that although there were some commonalties between how teachers and students experienced the changes being implemented, there were also some profound differences between the curriculum as planned by teachers and the curriculum as experienced by students. For the teachers, the themes of caring for students’ lives, recasting themselves as classroom practitioners and of working as collaborative colleagues were identified; for students, the themes were those of getting used to the place, and of re‐establishing their preferred way of working in this new setting. In our discussion and analysis of these themes we look at the implications for future school‐based change initiatives, and at some of the complexities and difficulties which present themselves as schools take on increased authority and responsibility for self‐management and for the creation of improved learning environments for students and teachers. We suggest that future change efforts should give more importance to the perspectives of teachers and students, and to the interactive and programmatic exchanges of teachers and students. We suggest also that changed school structures should originate in a focus on the improvement of teaching and learning, and on the facilitation of teachers’ and students’ collaborative efforts to create a curriculum for the classroom and a learning community which is both enabling and transformative for both.  相似文献   

4.
The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed.  相似文献   

5.
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

6.
The study reported in this article aimed at exploring what teachers know and do about fostering higher‐order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi‐structured interviews with 11 teachers experienced in teaching high school physics, which is considered a relatively difficult but well‐established discipline. The findings highlighted a diversity among the teachers in four areas: meta‐strategic knowledge of the concept of higher‐order thinking; practical utilization of instructional strategies related to fostering higher‐order thinking in the classroom; beliefs about students’ abilities to acquire higher‐order thinking skills; and self‐perception regarding teaching towards higher‐order thinking. Regarding the second area, for example, some of the teachers reported using teaching strategies in class that could impede the development of students as autonomous thinkers; others occasionally try to foster higher‐order thinking among their students but regard this as a way of conveying subject content better; only a minority of the teachers see the fostering of higher‐order thinking as an important objective of teaching physics. In summary, teachers are frequently puzzled or uncertain about the entire issue of fostering higher‐order thinking in school. Introducing elements of constructivist pedagogy combined with the specific steps aimed at fostering higher‐order thinking into the science class is required to make the development of higher‐order thinking a regular ingredient in science teaching within the current schooling.  相似文献   

7.
Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes.  相似文献   

8.
A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools.  相似文献   

9.
This study examined the potential influence of test‐based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high‐stakes tests to evaluate teachers indirectly was related to teachers’ professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high‐stakes assessments, early elementary teachers reported high levels of stress associated with test‐based accountability policies. This study provides data across multiple states that test‐based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed.  相似文献   

10.
All published studies and selected unpublished reports on the incidence of suicide among students at colleges and universities in the United States are reviewed. Compared with studies relying upon official (i.e., governmental) records of suicide, studies relying on informal sources are found to underestimate the incidence of student suicide by about 30 percent. Both sources of data, however, indicate that the incidence of student suicide is significantly and dramatically lower (about 46 percent) than that of non-students. For female students it is only marginally lower (about 91 percent). Institutional size and prestige are not significantly related to the incidence of student suicide, nor is class standing. The presence of psychosis is the most discriminating individual difference variable, increasing the risk of suicide by a factor of 200 over baseline rates in the student population. Contact with campus mental health services is also associated with a significant (six fold) increase in risk for suicide. Depression is upiquitous and signals only a doubling of risk for suicide among students. Method of suicide is a particularly noteworthy variable. Most importantly, male students are half as likely as males generally to employ the most common means of suicide, firearms. The same trend is found for female students. There is suggestive evidence that student suicides occur more frequently than would be expected during the months of September, January and March. The incidence of student suicide is significantly elevated during weekdays (Monday-Thursday. Student suicide occurs disproportionately often during the midnight to 6:00am period, but this finding is only suggestive and may not be a contrast with non-student suicides. The implication of these findings for the prevention of student suicide are briefly discussed. Suggestions for further epidemiologic studies of student suicide are made.  相似文献   

11.
This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.  相似文献   

12.
This study reports on an assessment system for school‐leavers with disabilities to identify their capacity for work and the type of transition‐to‐work programme best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school‐leaver was assessed by rehabilitation counsellors for functional ability and capacity for work. In a supplementary study, the 2002 cohort was assessed by special transition teachers using a short screening tool. The results demonstrate that there is a predictable hierarchy of functional acquisition among school‐leavers with disabilities and that the single best predictor of future capacity for work and need for transition‐to‐work programmes among this group of young people is the capacity to manage activities of daily living. The results also demonstrate that a short screen used by teachers, together with a behavioural assessment, is sufficient to stream school‐leavers with a disability into a range of transition‐to‐work programmes.  相似文献   

13.
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.  相似文献   

14.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based.  相似文献   

15.
Mathematics education aimed at empowering students for economic and democratic participation must address two critical issues: the long‐standing function of mathematics as a gatekeeper, and the complicated nature of designing and implementing systematic reform at the school department level. The study reported here examines a curricular redesign implemented by teachers in one US high school department. The department was redesigning its curriculum to remedy high failure rates in targeted courses disproportionately populated by students of colour. Using a case‐study methodology, this study examines the process of curricular redesign and its influence on these students’ access to more advanced mathematics courses. It describes redesigned courses and department characteristics that aided or challenged the redesign process, and discusses the significance of the identified challenges in constructing placement policies that did little to increase students’ likelihood of taking additional, and more advanced‐ level, mathematics courses. The analysis revealed a department that, despite its intentions, implemented a curriculum design which perpetuated inequities. This study discusses the teachers’ expectations of their students and perspectives about the nature of mathematics as a partial explanation for the department’s failure. The resigned curriculum failed to promote mathematics course‐taking because it created more defined tracks with less rigorous courses for students in low‐level courses.  相似文献   

16.
A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time‐sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were “on‐task” (following the teacher’s directions) or “off‐task” (not following the teacher’s directions).

Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.

A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed.  相似文献   


17.
In June 2003 the author travelled with students to Mexico to explore pre‐Columbian culture and traditional artisanal work in the Valley of Oaxaca. They arrived in the midst of a massive teachers' strike and their education really began. When they were not visiting the Zapotec ceremonial city of Monte Alban or the communities of artisans in the valley beyond, these American high school students were in the streets outside their hotel where thousands of teachers were quartering. The teachers had gathered in the state capital to protest government indifference to the dearth of school supplies, their meagre wages and the general poverty throughout the state of Oaxaca. The politics of rebellion reverberated in the hotel as peasants from distant communities gathered in political rallies demonstrating against government duplicity concerning a massacre of indigenous villagers a year earlier. The American teacher arranged an opportunity for his students to speak with Zapotec and Mixtec students of a bilingual school who were in the city to support the teachers. Within this narrative an analysis of globalization and the politics of education takes shape.  相似文献   

18.
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.  相似文献   

19.
Abstract

Stereotypes are a particularly insidious factor in the formation of pre‐and in‐service teachers’ images of students. Teachers who rely on stereotypes rather than try to see the students behind them run the risk of letting cultural and individual biases work to their own disadvantage and to the disadvantage of the next generation of high school students. This article describes a project called Teaching and Learning Together that brings preservice teachers into direct dialogue with high school students with the goal of helping preservice teachers learn to attend to high school students and analyze the pedagogical implications of that attention prior to undertaking teaching responsibilities.  相似文献   

20.
大学生自杀现象的原因分析及其干预对策   总被引：1，自引：0，他引：1  
根据近几年的调查显示,大学生自杀现象逐年增多,其后果的严重性可想而知。因此,对大学生自杀现象的原因进行分析,并据此提出干预对策,对于社会、学校、家庭及大学生自身等都有重要的意义。  相似文献   

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