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Michael Boulton 《Pastoral Care in Education》2013,31(2):83-89
It is well known that many pupils are bullied and suffer in a variety of ways as a result. This study looks at a largely overlooked outcome of bullying that may have direct consequences for academic success – disrupted concentration and attention to school work. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’. The most common solutions provided by pupils to help children affected in this way involved:
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helping them feel safe from bullying in class;
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reminding them to disclose/seek help if they are bullied;
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encouraging teachers to be supportive of victims of bullying;
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encouraging teachers to be on the look out for signs that pupils have been bullied; and
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using social support from other pupils.
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陈芳同学在高中时期，于2000年获得“中学生英语能力竞赛”一等奖和湖北省英语口语竞赛一等奖。02年参加高考，取得了618分的好成绩，英语成绩为142分，以优异成绩被武汉大学录取。 相似文献
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Pei-Shan Tsai Ching Sing Chai Huang-Yao Hong Joyce Hwee Ling Koh 《Interactive Learning Environments》2017,25(6):749-761
The purpose of this study is to investigate the relationships among students’ conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students’ interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches. 相似文献
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1.你把身子转过来,让我看看你的背部,行吗? 行啊。2.请站正,背对着我,好吗? 当然行啦。3.你哪儿疼? 就在膝盖骨下方的里面,是烧灼样的疼痛。4.你能指一指什么部位痛吗?在这儿,膝关节周围,膝盖骨尤为厉害。5.怎么个痛法? 一种非常刺骨的烧灼样痛。6.你能描述一下你的疼痛吗?能,它就集聚在膝部,也会朝我那条倒霉的大腿周围幅射,但痛都是从膝部开始的。7.疼痛只停留在哪一处吗? 是的,它只停留在一个部位。 相似文献
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Susanne Schwab 《School Effectiveness & School Improvement》2013,24(4):573-589
ABSTRACTEarly school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9–11 and 12–14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student–teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early. 相似文献
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David Parker Lasse Lindekilde Oluf Gøtzsche-Astrup 《British Educational Research Journal》2021,47(3):634-653
Governments across the west have put teachers at the forefront of efforts to tackle radicalisation of young people based on their proximity to potentially vulnerable students. This has proven controversial, as critics claim that this securitises teachers’ work and that they cannot be expected to accurately identify and respond to extremism. Despite investment in P/CVE teacher training, research to assess teachers’ competence to identify signs of radicalisation and to respond in an appropriate manner is scarce. This article presents findings from a survey experiment with 2,173 teachers in Great Britain and Denmark. It shows that British and Danish teachers largely recognise radicalisation cues and respond to student radicalisation in similar ways. However, our data shows that British teachers are more likely than Danish teachers to react formally (e.g. report to authorities), and that British teachers feel more confident in reacting to signs of radicalisation. The results enhance our understanding of the effects of radicalisation prevention in schools. Furthermore, they challenge arguments within the extant literature by suggesting that what leads to concerns of radicalisation is not entirely subjective or completely context dependent. 相似文献
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1.你气短吗/急吗?并不常见,我在步跑后才会感到气短。2.你很容易呼吸困难吗?不,我从不觉得自己呼吸有困难。3.你气急吗? 相似文献
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Joanna Ulatowska 《教育心理学》2017,37(3):251-260
This study aimed to test beliefs about cues to deception and the ability to detect lies in a group of teachers with different teaching experience. Their results were compared with the results of non-teachers matched in age and with the results of educational studies and psychology students. Both the beliefs of deception indicators and overall truthfulness assessment did not differ between groups. Teaching experience had no effect on any of the skills tested. In accordance with expectations, the truth bias appeared in both the control group and in the group of teachers. 相似文献
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Jack Shu 《Asia Pacific Journal of Education》2010,30(1):105-120
This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in “discipline first and then teach”. This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher–student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context. 相似文献
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1.Do you have any food intolerances? Not that I know of.I don't think I'm allergic to any food,but Icould be.2. Do you have any food that does not agree with you? Yes.Yoghurt upsets my stomach very much.3. Does any particular food upset your stomach? 相似文献
14.
Rod Ellis 《通化师范学院学报》2002,(3)
The main purpose of this article is to give some clarity to the use of the term "communicative" in describing approaches to foreign or second language teaching. It is suggested that a distinction be drawn between "informal" communicative approaches which promote second language "acquisition", and "formal" communicative approaches which promote "learning". This distinction between "acquisition" and "learning", which is taken from the work of Stephen Krashen, is carefully explained and the conditions for achieving both in the classroom considered. In addition it is suggested that there is a need actively to teach pupils how to make use of conscious "learnt" knowledge in order to "monitor" their performance in a second language appropriately. 相似文献
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Counselling has a place in shaping responses to the international mandate for poverty eradication. Counselling can influence categories of actors directly, or indirectly through the counselling posture; help explicate the cultural context, perception and basis for eradication of poverty; and serve to motivate and inform normative responses to global poverty. Two major frameworks for poverty eradication can be viewed from a counselling perspective. Social development underscores the normative approach to poverty reduction, accounting for cultural specificity. The human rights perspective underscores universal aspects of poverty eradication goals. Social development leads to an uneven spread of social development objectives and human rights to their levelling across countries and cultures. 相似文献
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After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics,
and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure
their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation
and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background
participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers
scored well below ceiling on the tasks. Regression analyses indicated that teachers’ self-perceptions and knowledge were positively
influenced by both level of preparation and teaching experience, although the influences on teachers’ knowledge differed by
task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that
differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial
gap between research on reading and teacher preparation in reading. 相似文献
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Marissa Rollnick Betty T. Dlamini John Bradley 《International Journal of Science Education》2013,35(8):1202-1224
This paper investigates the process of teacher change in a group of 8 primary school teachers during their exposure to a science, technology and society (STS) approach to teaching Science in Swaziland. The research aimed to establish the effect of support given to teachers in using the approach through a series of workshops, followed by a 5-week supported implementation of the unit ‘matter and energy’. An analysis of the way in which the STS approach impacted on the classroom practice of the teachers yielded 2 outcomes that were hierarchical. First, teacher understanding of the approach was observed to go through levels of unawareness, recognition of differences in approach, utilisation, personalisation and production. Second, the teachers' level of use of the STS approach was observed to have been affected by their levels of understanding, characterised by the following typologies: dropouts, strugglers, domesticators, succeeders and innovators. Some relationship between levels of understanding and typology of use was found, however, the level of understanding was not the exclusive determinant of typology of use. Only teachers reaching the utilisation level were able to use the innovation in a sustainable way, while those at the level of unawareness were able to become domesticators, adapting the innovation to their usual teaching approach. 相似文献
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Hanna Schleihauf Stefanie Hoehl Neli Tsvetkova Alexander König Katja Mombaur Sabina Pauen 《Child development》2021,92(1):222-238
From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior. 相似文献
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David Kember 《Higher Education》1996,31(3):341-354
In distinguishing deep and surface approaches, an important determinant is the intentions to understand and memorise respectively. A student adopting a surface approach does not seek understanding and, therefore, relies upon memorisation. Understanding and memorising are, then, seen as almost mutually exclusive as far as intent is concerned, although those seeking understanding may make some strategic use of memorisation for particular tasks. This paper reviews emerging evidence of an approach which combines memorising and understanding. The research has been conducted in the Asian region, and so provides part of the explanation for the paradox of the Asian student. There has been widespread anecdotal evidence of rote-learning and yet Asian students are often high achievers. Several plausible explanations for the occurrence of the approach are advanced. These include limited ability in the language of study leading to a narrow systematic pattern of study, cultural traditions respecting order and diligent study, and the need for children to learn the language characters. 相似文献