Definitions of bullying: a comparison of terms used,and age and gender differences,in a fourteen-country international comparison   总被引：2，自引：0，他引：2  

Smith PK  Cowie H  Olafsson RF  Liefooghe AP  Almeida A  Araki H  del Barrio C  Costabile A  Dekleva B  Houndoumadi A  Kim K  Olafsson RP  Ortega R  Pain J  Pateraki L  Schafer M  Singer M  Smorti A  Toda Y  Tomasson H  Wenxin Z 《Child development》2002,73(4):1119-1133

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.  相似文献   

Staff perceptions of external versus internal teaching and staff development     

Rohan G. Clark  M. Hani Soliman  Helen M. Sungaila 《Distance Education》1984,5(1):84-92

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Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study From Peru     

Helen?AbadziEmail author  Luis?Crouch  Marcela?Echegaray  Consuelo?Pasco  Jessyca?Sampe 《Prospects》2005,35(2):137-156

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Book reviews     

Walter Dick  Andrew R. J. Yeaman Ph.D.  Erik Strommen 《Educational technology research and development : ETR & D》1995,43(4):71-78

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Whose participation is it anyway? Examining the context of pupil participation in the UK   总被引：1，自引：0，他引：1  

Helen May 《British Journal of Special Education》2005,32(1):29-34

Helen May recently completed her doctoral studies at the University of Leeds. Her EdD thesis, written with the benefit of extensive experience of practice, focused on the engagement of children with learning difficulties in interactions in primary classrooms. In this article, Helen May draws on her familiarity with the literature to explore the topic of pupil participation. This issue has attracted considerable attention in recent years, especially since it is on the Government's agenda for education in the UK. Here, Helen May examines the political, research and pedagogical contexts in which pupil participation is currently being addressed. She notes that the adult role in bringing about pupil participation is currently emphasised in each of these contexts and expresses concern that pupil participation is therefore being portrayed as requiring professional intervention. By calling for greater exploration of pupil participation from the perspectives of pupils themselves, Helen May makes a persuasive case for seeking a more balanced recognition of the active roles that pupils and professionals can play in this area.  相似文献   

At the bridging point: tutoring newly arrived students in Sweden     

Helen Avery 《International Journal of Inclusive Education》2017,21(4):404-415

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.  相似文献   

Mainland Chinese students’ mental health: baseline data and cautionary notes when exporting/importing psychological scales     

Helen Askell-Williams  Grace Skrzypiec  Fei Cao  Yan Jin 《Pastoral Care in Education》2018,36(3):238-252

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Book reviews     

Walter Dick  Henryk R. Marcinkiewicz  Lloyd P. Rieber 《Educational technology research and development : ETR & D》1992,40(4):101-109

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Labels and Labelling in the Field of Educational Leadership   总被引：1，自引：0，他引：1  

Helen Gunter 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):21-41

This paper reports on theorising based on developing histories of the field of educational leadership in higher education in the UK. These histories are being constructed through the collection of professional biographies of field members, reading the outputs of the field in the form of journals and books, and analysing the papers from the British Educational Leadership, Management and Administration Society. In this paper I focus on how the field has changed its label over the last forty years from “educational administration” to “educational management”, and more recently “educational leadership”, and the link between labels and knowledge claims. In particular I argue that while there is a continuity of knowledge underpinning this relabelling process there is also a mutation in the form of management in education that has become performance leadership in schools. The latter is official government policy and practitioners are being located in an all‐embracing training framework. The paper argues that knowing about knowledge claims and field labels is an important means by which we can control our practice and identities. Through Bourdieu's theory of practice I describe and explain the development of the field and the struggle to be located and to stay located within higher education. By putting Bourdieu to work in this way I also seek to analyse how habitus and field can contribute to the development of explanatory frameworks regarding the power structures underpinning knowledge production.  相似文献   

Tyler Cowen, In Praise of Commercial Culture     

Dick Netzer 《Journal of Cultural Economics》1999,23(4):331-332

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