Psychology's Contribution to Understanding and Managing Bullying within Schools     

Philippa Reid  Ian Rivers 《Educational Psychology in Practice》2004,20(3):241-258

This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self‐efficacy, self‐acceptance and level of problem‐solving skill. Subsequent anti‐bullying interventions focusing on these aspects are explored and the importance of a whole‐school approach emphasised.  相似文献   

The influence of student gender on the assessment of undergraduate student work     

Phil Birch  Jo Batey 《Assessment & Evaluation in Higher Education》2016,41(7):1065-1080

The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.  相似文献   

Reflections on citizenship education in Australia,Canada and England   总被引：1，自引：2，他引：1  

Ian Davies  John Issitt 《比较教育学》2005,41(4):389-410

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English).  相似文献   

Exploring Designerly Thinking of Students as Novice Designers     

McRobbie  Campbell J.  Stein  Sarah J.  Ginns  Ian 《Research in Science Education》2001,31(1):91-116

Few studies have attempted a detailed analysis of designerly thinking and actions of students as they solve design technology problems. This paper reports on a study that describes in detail, the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. A notation of symbols and connectors was devised and used to map the decisions, and the material and embodied actions of two groups of students throughout the course of their projects. The detail provided by the maps gives insights into these adult novice designers' design processes and provides information to assist teacher educators in planning courses to support future teachers of design and technology.  相似文献   

Student work loads     

John C. Clift  Ian D. Thomas 《Higher Education》1973,2(4):447-460

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How the University of Minnesota was subverted by litigation     

Ian Maitland 《Academic Questions》1992,6(1):85-93

This essay was originally presented as part of the panel, “The University of Minnesota: Issues and Prospects,” at “On the State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis, October 18 to 20, 1991.  相似文献   

Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire     

John Batten  Phil Birch 《Assessment & Evaluation in Higher Education》2019,44(2):309-320

The Assessment Experience Questionnaire has been widely used to measure conditions of learning from assessment. It is one of three methods used in the ‘Transforming the Experience of Students through Assessment’ research process, originally funded by the Higher Education Academy to explore programme assessment patterns, and now used extensively in universities in the United Kingdom. Given the growth of assessment and feedback research over the last decade, the Assessment Experience Questionnaire is ripe for revision. Critics have queried its theoretical and statistical robustness. This study investigated the psychometric properties of the Assessment Experience Questionnaire, as the first step in the process of strengthening the instrument. Specifically, we examined the validity of the questionnaire with a sample of final year undergraduate students from eight UK universities (n?=?633). Results were mixed, confirming that the questionnaire has some value, but indicating that not all sub-scales possess adequate psychometric properties to underpin confident conclusions. As a result, we have embarked on a process of making conceptual modifications to the Assessment Experience Questionnaire, both to update the theoretical constructs, and to ensure stronger overall validity.  相似文献   

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia     

Luciana Nigro  Gracia Jiménez-Fernández  Ian C. Simpson  Sylvia Defior 《Annals of dyslexia》2016,66(2):202-218

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Format-free databases and the construction of knowledge in primary school science projects     

Rod Nason  Peter Lloyd  Ian Ginns 《Research in Science Education》1996,26(3):353-373

Most current science education reform documents are placing much emphasis on having students become competent in identifying, accessing and operating upon relevant information sources and in using the information to construct new knowledge. One of the means they suggest for achieving these aims is science project work. However, a review of the research literature indicates that little knowledge construction occurs during science projects. This article reports on a study in which a teacher used the collaborative development of a format-free computer database to facilitate the construction of knowledge by a group of three Year 6 students during a science project.  相似文献   

Are children in need of liberation?     

Ian Winchester 《Interchange》1979,10(3):28-34

Conclusion In spite of my reservations on the key points of Professor McMurtry's article, I think that he has written the most interesting and sustained case for the liberation of children which I have seen. If he is wrong that children are not identical in status to slaves, he is surely right that some children are treated as badly as slaves were often treated and that our laws at the present time make it very difficult to intervene. If he is wrong in his presupposition that children are persons by the very fact of their being human beings, then he is erring on the side of angels. Because if we thought them so, then we would be much less likely to abuse them. And if our laws treated them so, we would have grounds for preventing the treatment of children as less than human by parents or other adults.  相似文献