Social violence and the trivialising effects of youth in school bullying: Extended listening to South Australian young people on bullying and violence     

Ben A. Lohmeyer 《British Educational Research Journal》2023,49(1):158-173

School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.  相似文献   

BLAKE: A language designed for Programming I     

Ben Blake 《Education and Information Technologies》2010,15(4):277-291

The process of comprehending a problem, strategically developing a solution and translating the solution into an algorithm is arguably the single most important series of skills acquired during the education of an undergraduate computer science or information technology major. With this in mind, much care should be taken when choosing a programming language to deploy in the first University programming course. BLAKE, Beginners Language for Acquiring Key programming Essentials, is designed specifically for use in a Programming I class. BLAKE aids in enforcing fundamental object-oriented practices while simultaneously facilitating the transition to subsequent programming languages. BLAKE’s major features include; consistent parameter passing, single inheritance, non-redundant control structures, a simple development environment, and hardware independent data types. The syntax remains relatively small while still facilitating a straightforward transition to industry standard programming languages.  相似文献   

Attitudes towards faith-based schooling amongst Roman Catholics in Britain     

Ben Clements 《British Journal of Religious Education》2018,40(1):44-54

Separate Catholic schooling in Britain has historically been a key mechanism for the religious socialisation of children within the denomination and for the transmission of communal identity and heritage. Catholic schools currently comprise around a tenth of all state schools in England and nearly all ‘denominational’ schools in Scotland. This study analyses Catholics’ attitudes towards publicly funded faith schools for different religious groups using a nationally representative survey of adult Catholics in Britain. It assesses the impact of social characteristics, religious behaving and believing, and moral attitudes. Catholics’ religious orthodoxy is consistently related to support for state-funding of faith schools, irrespective of the religious group in question, providing some support for the ‘solidarity of the religious’ perspective. The effects for moral attitudes are less consistent, with socially conservative views associated with support for faith schools for Catholics and Anglicans, but associated with opposition to faith schools in general and for non-Christian religions.  相似文献   

The social life of Learning Analytics: cluster analysis and the ‘performance’ of algorithmic education     

Carlo Perrotta  Ben Williamson 《Learning, Media and Technology》2018,43(1):3-16

This paper argues that methods used for the classification and measurement of online education are not neutral and objective, but involved in the creation of the educational realities they claim to measure. In particular, the paper draws on material semiotics to examine cluster analysis as a ‘performative device’ that, to a significant extent, creates the educational entities it claims to objectively represent through the emerging body of knowledge of Learning Analytics (LA). It also offers a more critical and political reading of the algorithmic assemblages of LA, of which cluster analysis is a part. Our argument is that if we want to understand how algorithmic processes and techniques like cluster analysis function as performative devices, then we need methodological sensibilities that consider critically both their political dimensions and their technical-mathematical mechanisms. The implications for critical research in educational technology are discussed.  相似文献   

Asynchronous switching for switched nonlinear input delay systems with unstable subsystems     

Yue-E Wang  Ben Niu  Bao-wei Wu  Caiyun Wu  Xue-Jun Xie 《Journal of The Franklin Institute》2018,355(5):2912-2931

We study the input-to-state stability (ISS) of switched nonlinear input delay systems under asynchronous switching. Our results apply to cases where some subsystems of the switched systems are not necessarily stable under the influence of input delay. By making a compromise among the matched-stable period, the matched-unstable period, and the unmatched period and allowing the increase of the Lyapunov–Krasovskii functional (LKF) on all the switching times, the extended stability criteria for switched delay systems in generally nonlinear setting are derived first. Then, we focus on switched nonlinear input delay systems where the presence of the input delay leads to the instability of some subsystems of it. By explicitly constructing input-to-state stable LKF, the sufficient conditions for ISS of switched nonlinear input delay systems under asynchronous switching are presented. Finally, two examples are given to illustrate the effectiveness of the proposed theory.  相似文献   

Reliability and validity of a modified 3-minute all-out swimming test in elite swimmers     

Lachlan J. G. Mitchell  David B. Pyne  Philo U. Saunders  Ben Rattray 《European Journal of Sport Science》2018,18(3):307-314

Critical speed (CS) testing is useful in monitoring training in swimmers, however, completing a series of time trials (TTs) regularly is time-consuming. The 3-minute test may be a solution with positive initial findings. This investigation examined whether a modified 3-minute test (12?×?25?m) could assess CS and supra-CS distance capacity (D’) in swimmers. A series of 12?×?25?m intervals were completed unpaced at maximal effort, interspersed with 5?s rest periods. The model speed?=?a e^{b t}?+?c was fitted to the data and integrated to calculate D’. The slowest two of the last four efforts were averaged to calculate CS. To assess reliability, 15 highly trained swimmers (9 females, 6 males) completed the 12?×?25?m twice within 72?h. Four measures were deemed reliable: peak velocity (0.01?m?s^?1; 0.5%, typical error and % coefficient of variation), CS (0.02?m?s^?1; 1.2%), D’ (1.22?m; 5.7%) and drop off % (0.70% points; 4.5%). To assess criterion validity, 21 swimmers (9 from reliability, 12 other) completed two competition races within 2 weeks of a 12?×?25?m in the same stroke. Traditional CS and D’ measures were calculated from competition performances (TT method). TT CS and 12?×?25?m CS were highly correlated (adj. R²?=?0.92, p?D’ values were moderately correlated (adj. R²?=?0.60, p?D’ accurately. The 12?×?25?m all-out swimming test is a reliable method for assessing CS and D’ in swimmers, however, the validity of D’ requires further investigation.  相似文献   

Using causal models to bridge the divide between big data and educational theory     

Kirsty Kitto  Ben Hicks  Simon Buckingham Shum 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1095-1124

An extraordinary amount of data is becoming available in educational settings, collected from a wide range of Educational Technology tools and services. This creates opportunities for using methods from Artificial Intelligence and Learning Analytics (LA) to improve learning and the environments in which it occurs. And yet, analytics results produced using these methods often fail to link to theoretical concepts from the learning sciences, making them difficult for educators to trust, interpret and act upon. At the same time, many of our educational theories are difficult to formalise into testable models that link to educational data. New methodologies are required to formalise the bridge between big data and educational theory. This paper demonstrates how causal modelling can help to close this gap. It introduces the apparatus of causal modelling, and shows how it can be applied to well-known problems in LA to yield new insights. We conclude with a consideration of what causal modelling adds to the theory-versus-data debate in education, and extend an invitation to other investigators to join this exciting programme of research.

Practitioner notes

What is already known about this topic

• ‘Correlation does not equal causation’ is a familiar claim in many fields of research but increasingly we see the need for a causal understanding of our educational systems.
• Big data bring many opportunities for analysis in education, but also a risk that results will fail to replicate in new contexts.
• Causal inference is a well-developed approach for extracting causal relationships from data, but is yet to become widely used in the learning sciences.

What this paper adds

• An overview of causal modelling to support educational data scientists interested in adopting this promising approach.
• A demonstration of how constructing causal models forces us to more explicitly specify the claims of educational theories.
• An understanding of how we can link educational datasets to theoretical constructs represented as causal models so formulating empirical tests of the educational theories that they represent.

Implications for practice and/or policy

• Causal models can help us to explicitly specify educational theories in a testable format.
• It is sometimes possible to make causal inferences from educational data if we understand our system well enough to construct a sufficiently explicit theoretical model.
• Learning Analysts should work to specify more causal models and test their predictions, as this would advance our theoretical understanding of many educational systems.

  相似文献   

Implementation Factors and Their Influence on Student Mathematics Outcomes     

Tasia Brafford  Beth Harn  Ben Clarke  Christian T. Doabler  Derek Kosty  Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   

电子对抗专业应用型人才实践教学研究 ——以"电子对抗技术与指挥"人才培养方案为例     

任明秋  王冰切  冷毅  商犇 《高等教育研究学报》2022,45(1):116-120

  相似文献   

1982-1983 NSPI awards official call for nominations     

Ben Troughton 《Performance Improvement》1982,21(7):42-46

  相似文献