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1.
Abstract

The study sought to examine the current Zimbabwean school system; establish the extent to which it is conducive to students making decisions about the selection of subjects they learn at school; to examine the nature of children's rights and the extent to which these rights are practiced in schools and in the prevailing socio-economic and political milieu. A stratified random sample of 100 pupils, 24 teachers and five school heads was used in this study. Both qualitative and quantitative data were collected using a questionnaire, an interview schedule and observing both pupils and teachers. The study found that teachers and pupils seemed to be aware of pupils’ rights to participate in deciding the subjects they studied; and most teachers and school heads felt it was more of their duty to decide for pupils because of their immaturity. Therefore, determining the school curriculum content should involve school heads, teachers and pupils instead of choices being made and the content dictated to pupils.  相似文献   

2.
The behaviours of 207 (92 male and 115 female) 15-18-year-old Kuwaiti secondary school pupils were assessed, together with a rating of their home educational background and cognitive style. The teachers of Arabic and of mathematics independently rated the behaviour of their pupils on a 31-item pupil behaviour questionnaire, and home educational background was rated by the Social Officer in each school. The position of pupils on the Wholist-Analytic and Verbal-Imagery dimensions of cognitive style was assessed by means of the Arabic version of the computer-presented Cognitive Styles Analysis . A factor analysis of the questionnaire items indicated four factors: conduct behaviour, learning behaviour, stability and physical well-being. With conduct and learning behaviour, the overall level was higher for females than males and also improved as parents' educational level increased. While conduct behaviour did not vary much with style, learning behaviour was significantly lower for the Analytics than the Wholists, and for the Imagers than the Verbalizers. For stability and physical well-being, there was a significant interaction between the educational level of parents and style in their effect on overall rating, with the greatest style effect when the parental educational level was low. The results are discussed in terms of their practical implications and the nature of the educational system within Kuwait.  相似文献   

3.
This paper discusses the theoretical links between motivation and learning and the use of information technology that arose during the evaluation, by both teachers and pupils, of the effects upon teaching and learning of the installation of an extensive new computer network in their secondary school.
The school was visited throughout the 1996/7 academic year, and two questionnaire surveys were carried out during this time. The initial questionnaire was completed by 69 (73%) of the staff and a stratified, random sample comprising 161 (11%) of the pupils. Those originally surveyed were sent a follow up questionnaire at the end of the year. Responses to the questions were grouped by similarity into categories and these categories were related to theories of motivation and learning.
It is concluded that the installation of a computer network in a secondary school results in improved teaching and learning and increased enjoyment of learning in the school with both pupils and teachers viewing the use of IT as beneficial to learning.
Where such positive effects of using IT are noted they can be justified theoretically using Behaviourist, Cognitive and Social Constructivist theories of motivation and learning. The wide range of ways in which use of a computer can be both extrinsically and intrinsically motivating explains the increased motivation observed in the pupils.  相似文献   

4.
This study investigated a sample of isiXhosa mother tongue-speaking science teachers’, their pupils’, and adult local community members’ awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines.  相似文献   

5.
In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self‐concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step‐by‐step, therefore allowing for the future consideration of other relevant constructs.  相似文献   

6.
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7.
Basic education has two main goals: to promote high quality learning outcomes and pupils’ personal growth and well-being. The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore Finnish comprehensive school pupils’ (N = 518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly positive or highly negative during their school career. Pupils’ pedagogical well-being is empirically examined in two complementary aspects: (1) determining the point in the pupils’ school career in which the critical incidents are situated and (2) identifying the primary contexts of pupils’ experienced critical incidents of pedagogical well-being. Results showed that critical incidents for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social interactions within the school community as being the most rewarding as well as the most problematic part of their school career.  相似文献   

8.
THE STRUCTURE AND IMPLICATIONS OF CHILDREN'S ATTITUDES TO SCHOOL   总被引：1，自引：0，他引：1  
ABSTRACT:  The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.  相似文献   

9.
The current study reports on the process of developing a self-assessment instrument for vocational education students’ generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human resource services. A first version of the questionnaire was presented to 26 students and 5 recent graduates who were asked to comment on the items. The pilot version of the questionnaire was completed by 826 students. Half of the data were used to explore the structure of the questionnaire (n?=?413) and the other half were used to confirm the structure (n?=?413). The results showed that 8 factors could be distinguished. Further analysis reduced this to 7 usable factors: empathy, listening, assertiveness, professional attitude, problem solving, cooperation ability and, planning and prioritising. The revised questionnaire containing 44 items was tested a second time to determine the stability and measurement invariance of the instrument. In total, 456 students from the first sample completed the questionnaire. The structure was confirmed and measurement invariance across students with and without working experience was established.  相似文献   

10.
The transition from the primary to secondary phase of education has been highlighted as an area of concern for policy makers, educators and researches alike in recent years. In particular, there is evidence to suggest that it is during this crucial phase of compulsory education that many pupils are at risk of becoming marginalized and disaffected — thus, it is a salient topic for consideration in the broader discourse on inclusive education. The current paper reports on the attempts of a secondary school in the north-west of England to facilitate the learning, participation and psychological adjustment of new pupils through an innovative process called Transition Club. Using participant observations, questionnaires and a focus group interview we examined the views of 38 pupils who participated in its pilot. Qualitative content analysis of our dataset indicated that Transition Club was successful in providing pupils with a sense of belonging, helping them to navigate the ‘maze’ of secondary school, and making learning fun. There was also evidence to suggest that pupils who did not participate directly also experienced some of the benefits of the process.  相似文献   

11.
This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people (4–17 years). The instrument was developed by reviewing previously implemented checklists to build an extensive list of behavioural and emotional criteria and through the use of focus groups to establish the views of key stakeholders. The criteria were categorized according to three areas: conduct, emotion and learning. The initial instrument of 21 items was piloted and amended accordingly. The final trial of the instrument was carried out on a sample of 7285 pupils from a cross‐section of UK schools. A principal component factor analysis confirmed the division of the scale into three factors. The instrument was supported by trends showing that the distributions were different for different types of schools and between males and females. The final version of the instrument was amended to include 15 items, five in each category (conduct, emotion, learning), all expressed positively on a six‐point scale. The scale is a useful tool for providing a basis for a strategic discourse between staff in planning approaches to the emotional and behavioural development of students in school.  相似文献   

12.
Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.  相似文献   

13.
Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.  相似文献   

14.
This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.  相似文献   

15.
Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed.  相似文献   

16.
The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes.  相似文献   

17.
Pupils' motivation and interest are identified as important influences on learning. Motivational orientation is a construct that links motivation and epistemology. This study attempted to explore motivational orientation as it relates to science education and two different instructional approaches. A published instrument standardized with a population from the United Kingdom that purports to identify students' preferred motivation orientations as social, consciousness, effort, or curiosity was applied to two instructional contexts (traditional school program and field centre program) in primary schools in Slovakia. Results indicated that a very high percentage of the pupils could not be classified into one of the four categories, that the traditional classroom sample differed significantly from the United Kingdom population, and that the preferred motivational orientations expressed by the pupils in the field centre sample did not differ significantly from those expressed by the pupils in the traditional classroom sample.  相似文献   

18.
Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools is to help pupils enhance their academic performance. However, how pupils use strategies to approach their learning, how they prefer to develop their listening skills, and their relation to different learning environments, say, formal and cram schools, are still unclear. The aim of the present study is to investigate how far formal and cram school English education and the degree of English listening comprehension influences different aspects of listening strategy use and learning styles. The research involved a questionnaire survey of 526 Year 6 primary school pupils. The analysis of the questionnaire was conducted through multivariate analysis of variance and chi-square tests of independence. Results showed that there was a close link between English listening comprehension, learning in English cram schools, certain types of strategy use, and learning styles. Pupils who preferred to learn English in cram schools reported better English listening comprehension and developed better cognitive strategies.  相似文献   

19.
目的：旨在了解当前大理地区农村儿童食品安全问题现状,为提高农村儿童食品安全防控措施提供参考依据。方法：采用分层抽样与随机抽样结合法,抽取了6个县市（各5个乡镇）的儿童食品,以问卷形式进行卫生状况调查。共发放调查问卷2 200份,收回2 200份,回收率100%,其中有效问卷2 179份,有效率99%。结果：所调查的26个村镇52个农村小卖部中持有卫生许可证的有33家（64%）,经营者文化程度普遍偏低,具有高中及大学学历者仅占19.5%,初中学历最多（46.4%）,文盲占9.2%,受教育程度差异具有显著统计学意义（χ2=294.332,P=0.000〈0.01）。所调查的2 179份农村小学校内外小卖部所售儿童食品包装缺乏生产日期、检验合格证及食品添加剂等标示问题严重、外观有无污渍和包装破损问题较突出,各县市之间差异具有显著统计学意义（P〈0.01）。结论：大理地区各县市农村儿童食品安全问题较严重,相关部门应加大监察力度,学生家长及学校应加强小学生食品安全教育工作。  相似文献   

20.
In this study pupils in grades 1 through 9 (ages 7–16) of the Swedish comprehensive school rated their interests in mathematics and Swedish (separately for reading and writing). They also judged other aspects of their school work and situation, such as need for control and challenging tasks, their perception of the teacher, their concern with how well other pupils succeeded, and their well-being at school. Teachers rated their level of achievement in Swedish and mathematics. It was found that interests tended to decrease over time, especially in mathematics. High achievers were more interested but they as well as low achievers showed a drop in interest over the years at school. Need for control rose and general well-being dropped. The developmental trends of the interest variables could not be accounted for by a rising need for control. The decrements in challenge and well-being could explain a part of these trends in Swedish but not in mathematics.  相似文献   

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