School climate and psychosomatic health: a multilevel analysis     

Bitte Modin  Viveca Östberg 《School Effectiveness & School Improvement》2013,24(4):433-455

This study examined the importance of aspects of the school climate for adolescents' psychosomatic health using multilevel modelling. Analyses were based on 18,571 ninth-grade students distributed over 1,026 classes and 284 schools in the greater Stockholm area in 2004 and 2006. Both individual- and contextual-level associations between aspects of the school climate and student health were explored. While most of the aspects of the school climate under study were related to health at the individual level, only 2 of them seemed to convey an additional contextual effect reaching beyond the students who were directly affected. Thus, better health was found in classes where many students reported getting immediate teacher help with their schoolwork, and worse health was found in classes where harassment was more commonly reported. These findings remained when a number of school-contextual characteristics were adjusted for.  相似文献   

The pedagogy of argumentation in science education: science teachers’ instructional practices     

Yasemin Özdem Yilmaz  Jale Cakiroglu  Hamide Ertepinar  Sibel Erduran 《International Journal of Science Education》2013,35(11):1443-1464

ABSTRACT

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons.  相似文献   

The complexity of the learning and teaching of EFL among Swedish‐minority students in bilingual Finland     

KAJ SJÖHOLM 《课程研究杂志》2013,45(6):685-696

In Finland, English is widely visible outside the school context, above all in the area of entertainment and mass media, and is no longer regarded as a foreign language in the old sense of the word. Among Swedish‐minority students in Finland, the dominant status of English in various mass media leads to positive attitudes towards English among students and provides strong motivation to acquire the language. This paper considers whether the incidental learning of English taking place outside the classroom results in the same kind of proficiency as that resulting from formal classroom learning.  相似文献   

The Intercultural Dimension in EFL‐Teaching: A Study of Conceptions Among Finland‐Swedish Comprehensive School Teachers     

Eva Larzén‐Östermark 《Scandinavian Journal of Educational Research》2013,57(5):527-547

The overall aim of this study is to deepen our knowledge about the attitudes of teachers at the upper level of the Finland‐Swedish comprehensive school towards the treatment of culture in English foreign language (EFL) teaching. More specifically, the questions are how teachers interpret the concept “culture” in English foreign language teaching, how the cultural objectives are specified and what teachers do to attain these objectives. The study strives to reveal whether or not language teaching today can be described as intercultural in the sense that culture is taught with the aim of promoting intercultural understanding, tolerance and empathy. The empirical data consists of verbatim transcribed interviews with 13 Finland‐Swedish teachers of English at grades 7–9. The findings are presented according to three orientations. Within the cognitive orientation, “culture” is perceived as factual knowledge and the teaching of culture is defined in terms of the transmission of facts. The action‐related orientation sees “culture” as skills of a social and socio‐linguistic nature and the teaching aims at preparing students for future intercultural encounters. Within the affective orientation, “culture” is seen as a bi‐directional perspective. Students are encouraged to look at their own familiar culture from another perspective and learn to empathise with and show respect for otherness in general, not just concerning representatives of English‐speaking countries.  相似文献   

Spirituality And The Body     

Ignacio L. GÖtz 《Religious education (Chicago, Ill.)》2013,108(1):2-19

Modern spirituality is still challenged by the age-old opposition between matter and spirit. But this traditional dualism has lost some of its sting because modern science itself has been forced to countenance the existence of invisible realities. This article presents some areas of contemporary life in which the spiritual is conspicuously entwined with the material even though the relationship often goes unnoticed. If spirituality can be helped to confront its own tacit acceptance of the material, then it may be possible to move toward a postmodern spirituality, one in which there will be less animosity against, and more acceptance of, the material dimensions of existence.  相似文献   

Learning,Theories of Learning,and Units of Analysis in Research     

ROGER SÄLJÖ 《教育心理学家》2013,48(3):202-208

Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009 Alexander, P. A., Schallert, D. L. and Reynolds, R. E. 2009. What is learning anyway? A topographical perspective considered. Educational Psychologist, 44: 176–192. this issue[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning is construed in different traditions, Alexander et al. do not give sufficient recognition to the significant epistemological and theoretical differences between traditions; differences that make them incompatible in important respects, for instance, with respect to their units of analysis. An acceptance of incompatibilities in perspectives is not necessarily a problem. In fact, such a situation may, if the debates are grounded in a mutual acceptance of the diverse manners in which knowing and learning may be theorized, give us a richer frame of reference from which to analyze learning in its various manifestations in complex societies.  相似文献   

A study of social–emotional adjustment levels of preschool children in relation to peer relationships     

Hülya Gülay  Alev Önder 《Education 3-13》2013,41(5):514-522

The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation.  相似文献   

Testing a model of teaching for anxiety and success for English language teaching     

Evrim Önem  İclal Ergenç 《Cambridge Journal of Education》2013,43(3):357-376

Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study design. Anxiety levels were measured by anxiety questionnaires and electroencephalograph recordings of brain waves and success was measured by grammar tests prepared by the researcher. Results of Mann–Whitney U Test, Wilcoxon Signed Ranks Test and ANOVA pointed to a statistically significant difference in anxiety and success levels between the experiment and control group. Discussion of the results as well as implications for future research is presented.  相似文献   

Questioning the no-touch discourse in physical education from a children's rights perspective     

Marie Öhman  Ann Quennerstedt 《Sport, Education and Society》2017,22(3):305-320

In this paper we question the rationality of ‘no-touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the children's rights agenda. Here, arguments for ‘no-touching’ are linked to children's right to be protected from harm. In the paper we explore a children's rights-based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice-based arguments. An alternative children's rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children's human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.  相似文献   

Symptoms of common mental disorders and related stressors in Danish professional football and handball     

Özgür Kilic  Haruhito Aoki  Rasmus Haagensen  Claus Jensen  Urban Johnson  Gino M. M. J. Kerkhoffs 《European Journal of Sport Science》2017,17(10):1328-1334

The aim of the study was twofold, namely (i) to determine the prevalence of symptoms of common mental disorders (CMDs) among current and retired professional football and handball players and (ii) to explore the relationship of psychosocial stressors with the outcome measures under study. A total of 1155 players were enrolled in an observational study based on a cross-sectional design. Questionnaires based on validated scales were set up and distributed among current and retired professional football and handball players by the Danish football and handball players’ union. In professional football, the highest prevalence (4 weeks) of symptoms of CMDs was 18% and 19% for anxiety/depression among current and retired players, respectively. In professional handball, the highest prevalence (4 weeks) of symptoms of CMDs was 26% and 16% for anxiety/depression among current and retired players, respectively. For both the current and retired professional football and handball players, a higher number of severe injuries and recent adverse life events (LE) were related to the presence of symptoms of CMD. Players exposed to severe injuries and/or recent adverse LE were 20–50% times more likely to report symptoms of CMD. The results suggest that it is possible to recognize the population of professional athletes that are more likely to develop symptoms of CMD. This could create the opportunity to intervene preventively on athletes that suffered from severe injury and/or recent adverse LE that could lead to a faster and safer recovery and psychological readiness to return to play.  相似文献