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71.
Check In–Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. 相似文献
72.
Olli Vesterinen Marjaana Kangas Leena Krokfors Kaisa Kopisto Laura Salo 《Educational studies》2017,43(2):231-242
Teachers cross boundaries when they collaborate with out-of-school partners to provide more authentic learning experiences for students. Using the framework of boundary crossing, the study draws on interview data from schools and their out-of-school partners to examine the research question of how the research participants viewed the beginning of their inter-professional pedagogical collaboration. We use this term because in the context of primary and secondary education contexts mere inter-professional collaboration has usually referred to activities aimed, for example, at addressing children’s social exclusion. The starting point for inter-professional pedagogical collaboration can be seen through the identification of boundaries and boundary crossing. Using theory-based analysis to categorise the interview data, inter-professional pedagogical collaboration became evident in terms of (1) shared pedagogical knowledge, (2) finding roles in new situations and contexts, and (3) resources for collaboration. Recognising these can help schools respond to the needs of twenty-first century learning. 相似文献
73.
Kaisa Korhonen 《Environmental Education Research》2004,10(2):195-216
This paper examines children's and adolescents' environmental awareness in rural Madagascar. Two types of school survey among 8‐ to 21‐year‐old students and pupils in 18 schools were used for data collection. The objective of this comparative study was to examine the environmental awareness and knowledge of children and adolescents living under different ecological conditions. The role of education in forming environmental awareness is also considered. This research was carried out in villages nearby Ranomafana National Park located in forested areas as well as in more environmentally degraded villages further from the park. The results of the study show that children in rural areas of Madagascar are measurably aware of environmental issues and can relate them to human activities. The effect of education on environmental concern is significant, but when the effects of degradation can be felt and seen in daily life there is an increase in this awareness. Children's environmental concern and demand for action was stronger in deforested areas. 相似文献
74.
Marja‐Kristiina Lerkkanen Helena Rasku‐Puttonen Kaisa Aunola Jari‐Erik Nurmi 《教育心理学》2004,24(6):793-810
The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading. 相似文献
75.
Little research has explored how exactly information processes relate to their context. Context is defined as all those things which are not an inherent part of information phenomena, but which nevertheless bear some relation to these. This article addresses the issue by discussing empirical findings from a study on Internet searching and personal development. The purpose of the article is to construct a general typology for researching the links between information seeking and its context. Grounded analysis of the whole corpus revealed 11 different relationships between Internet searching and the goals of personal development. Because these seem to be quite generalizable to information seeking in other contexts (e.g., parenting or location), too, they were then abstracted into four generic relationships: detachment, unity, direction, and interaction. The classifications are offered as tools for understanding information seeking more contextually and for conducting further research in this area. 相似文献
76.
Kaisa Maliniemi 《Archival Science》2009,9(1-2):15-27
The Kven and Sámi peoples of northern Norway have been represented as groups without a voice in public records. Through the project ‘National Minorities in Public Records in Norway,’ however, hundreds of documents written in the Sámi and Kven languages were found inside the public archives. These documents were neither labeled, nor cataloged in any way as non-Norwegian-language documents. This essay raises a number of questions related to how a lack of knowledge has influenced our understanding of ethnic minorities both in archives and in research related to minorities. Furthermore, recent experience leads us to a few more questions concerning the usage of sources. How do Norwegian ministries treat requests for access to official documents less than 60-years old related to the Kven and Sámi peoples? How were documents in minority languages arranged and archived by archival personnel? How can an oppressed collective memory serve as a counter-memory for minorities? How can archival documents change our understanding of minorities? What might archivists do to make minorities more visible in archives? This paper describes my personal experiences and reflections in connection with the project. 相似文献
77.
This conceptual analysis of how emotions and feelings are characterized as motivators for information seeking draws on the appraisal theories suggesting that emotions motivate individuals by triggering action readiness to approach or avoid sources of information. The findings indicate that emotions and feelings motivate in five major ways: they start, expand, limit, or terminate the information-seeking process, or they lead to information avoidance. Information scientists have mainly characterized the motivational aspects of negatively colored emotions such as anxiety and fear while the role of positive emotions such as joy has remained secondary. 相似文献
78.
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education 总被引：1，自引：0，他引：1
Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive practices, respondents' background factors and attitude towards inclusive education. The TEIP scale and its three sub-scales had good reliability. Confirmatory factor analysis gave support to a structure of three self-efficacy factors, efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour. 相似文献
79.
Lisa Hoffmann Vesa Närhi Hannu Savolainen Susanne Schwab 《Journal of Research in Special Educational Needs》2021,21(4):312-322
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms. 相似文献