Teacher strategies to support the social participation of students with SEBD in the regular classroom     

R. R. de Leeuw  A. A. de Boer  J. Bijstra  A. E. M. G. Minnaert 《欧洲特需教育杂志》2018,33(3):412-426

It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and whether different strategies are used for students with different types of SEBD. Accordingly, the aim of this study was twofold: (1) to identify which strategies are suggested by primary schoolteachers as influencing the social participation of students with SEBD in the inclusive classroom; and (2) to investigate whether primary schoolteachers suggest different strategies for students with internalising and externalising behavioural difficulties. Qualitative data were collected through focus group meetings with Dutch primary schoolteachers (N = 41) and analysed with a multi-grounded theory approach. This resulted in a conceptual model demonstrating that the participants not only suggest strategies primarily focused on supporting social participation, but also suggest pre-conditional strategies, despite the differences between internalising and externalising behavioural difficulties in terms of characteristics and needs. The results are discussed in light of further investigation for schoolteacher support to meet the specific academic and social needs of all students, with or without SEBD.  相似文献   

RETRACTED ARTICLE: The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students     

Mariano García-Izquierdo  César Carrillo-García  Emiliana de los Ángeles Sabuco-Tebar 《教育心理学》2018,38(1):i-xiii

The objective of this study was to analyse the role of resilience in the dimensions of academic burnout syndrome and psychological health in a sample of nursing students. A battery of questionnaires was administered to 218 nursing students, all of whom were in the second year of their degree at the University of Murcia (Spain). The applied protocol used the CD-RISC 10 scale for the measurement of resilience, the burnout scale MBI, and the GHQ-12 questionnaire to assess psychological health. The findings showed a significant relationship between resilience and burnout, emotional exhaustion and self-efficacy, as well as with psychological health. Moreover, three burnout dimensions were found to be significantly linked to psychological health in the way we had predicted. A stepwise regression analysis indicated the moderating role of resilience on psychological health in emotionally exhausting situations. We conclude that the psychological characteristic resilience moderated the effect of emotional exhaustion on the psychological health of the students. The practical implications of the results are discussed in order to introduce measures for the proper training of nursing students for professional practice; we also make several suggestions for future research in this field.  相似文献   

Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers     

Beverley Oliver  Trina Jorre de St Jorre 《高等教育研究与发展》2018,37(4):821-836

Given global uncertainty related to rapid technological developments and the world of work, alongside other equally (if not more) concerning social and political disruptions – the assurance of graduate attributes of importance to employability and citizenship are arguably more important than ever. In this paper, we investigate three areas of practice by Australian universities, and non-university higher education providers who have been omitted from past analyses of this kind. First, we examine the graduate attributes most frequently published by institutions and discipline groups and whether emphasis has changed over time. Second, we investigate how graduate attributes are assured, including a scan of the inputs put in practice by higher education providers, and comparison of graduate and employer perceptions of achievement gathered through recent national surveys. Third, we connect our findings in the first two areas and make recommendations for the attributes needed to equip 2020+ graduates for citizenship and employability. Based on these analyses, we recommend that all providers, university and non-university, and the discipline groups within them: make graduate attributes more visible to the public and especially to students; continue embedding them in the assessed curricula, but also ensure that assessment is explicit and that attributes are communicated and explained repeatedly throughout the course; continue to use stakeholder perception measures, but more consistently align skills in data collection instruments to allow a more constructive comparison, and also draw on more objective measures such as actual assessment of achievement; continue to emphasise attributes associated with global citizenship, teamwork and communication; give more emphasis to independence, critical thinking and problem-solving, and the fundamental foundational skills of written and spoken communication. Most importantly, continue to revise the attributes regularly to ensure fitness for purpose in the rapidly changing environment within which we and our graduates operate.  相似文献   

Science Teacher Education in Brazil: 1950–2000     

Alberto Villani  Jesuina Lopes de Almeida Pacca  Denise de Freitas 《Science & Education》2009,18(1):125-148

This paper analyzes the most significant events occurring in Brazil’s educational, social and political areas over the last half century, viewed against a background of relevant worldwide events. The hypothesis presented here is that the relations between the country’s educational policies, the demands of the various segments of academia, and the public school system have always been strained. This strain has contributed positively to the evolution of academic knowledge and production, to the design of more modern curricular projects by institutional authorities, and to the initial recognition of the specific construction of school knowledge by the school system itself. However, the interaction of these major institutions lacks a crucial element—one that would lead to an effective change in the education of science teachers and produce a positive impact on Brazil’s schools—namely, the wholehearted participation of science teachers themselves. With this analysis, we intend to contribute by offering some perspectives and proposals for science teacher education in Brazil.  相似文献   

A framework for scientific knowledge generation     

Mariana?van der WaltEmail author  Gideon?de Wet 《知识管理研究与实践》2008,6(2):141-154

This paper investigates the notional development of various approaches claiming to add value in knowledge generation during the 20th century, with the aim to identify what it is that enhances productiveness in knowledge generation. Observing that knowledge generation is a complex phenomenon, an approach is used for the investigation that was developed specifically to study un-deterministic complex systems. A list of salient features for scientific knowledge generation is presented as a result. In addition to these features, various problem types are identified from literature. These two are then integrated to provide a proposed framework for scientific knowledge generation, which is trans-disciplinary and useful for scientific problem-solving in a pluralist reality. A case study illustrates the implementation of this framework.  相似文献   

Attachment style and loneliness in adolescence     

Luc Goossens  Alfons Marcoen  Sofie van Hees  Odile van de Woestijne 《European Journal of Psychology of Education - EJPE》1998,13(4):529-542

Possible associations between parent-child interactions and adolescent well-being have been explored from a number of theoretical perspectives. In the present study, attachment theory was used as a general theoretical framework to study these associations with attention being concentrated on one particular aspect of adolescent well-being, i.e., loneliness and attitudes towards being alone. Measures of adolescent attachment style (based on ratings of both normal family scenes and stressful separation situations) and a multidimensional measure of loneliness were administered to two samples of Belgian (Dutch-speaking) adolescents aged 15 to 18 (n=200 and n=357, respectively). Subjects were classified into four attachment groups: Secure, Dependent, Anxious-Ambivalent and Avoidant. Results indicated that Securely attached adolescents experienced lower levels of parent-related loneliness and this effect extended to loneliness in the relationships with peers. Aversion to being alone was experienced more strongly among Dependently attached adolescents. Finally, adolescents who evidenced Avoidant or Anxious-Ambivalent attachment felt more positive about being on their own. Implications of these findings for attachment theory are discussed and problems associated with the four-category model of attachment as used in the present study are outlined.  相似文献   

Behavioral variability is controlled by discriminative stimuli     

Justin Denney  Allen Neuringer 《Learning & behavior》1998,26(2):154-162

Previous research has demonstrated that behavioral variability can be modified by reinforcers contingent on it, but there has been no convincing evidence of discriminative stimulus control over such variability. We therefore rewarded 20 rats for variable response sequences in the presence of one stimulus and provided equal rewards independently of sequence variability in the presence of a second stimulus. We found that sequence variability was significantly higher during the first stimulus than during the second, with the greatest difference occurring immediately following onset of the stimuli. Removing the discriminative stimuli caused levels of variability to converge. These experiments provide strong evidence that behavioral variability can be controlled by discriminative stimuli, which may be important for general theories of operant behavior and their applications.  相似文献   

Contours of the emergent knowledge society: Theoretical debate and implications for higher education research   总被引：1，自引：1，他引：0  

Egbert de Weert 《Higher Education》1999,38(1):49-69

The idea of the knowledge society is becoming increasingly dominant in various public and scholarly writings. Several governments have reacted by advocating a further expansion of higher education in order to provide a highly skilled workforce. This seems at odds with views regarding the underutilisation of skills of employed graduates. This paper sketches some major characteristics of the emergent knowledge society from sociological, epistemological and economic viewpoints. Next, it discusses current research on the incidence of overeducation. It is pointed out that measures on overeducation are inaccurate and do not take into account changes in the emergent knowledge societies. The paper concludes with implications for future research on the nature and change of knowledge-based occupations.  相似文献   

我国独立R&D机构的管理现状和发展趋势--对独立R＆D机构研究与发展管理初步研究     

甘伟兵  S. J. de Boer  单国刚 《科研管理》1999,20(5)

二十年来改革开放和社会主义市场经济建设对我国研究与发展(R＆D)管理产生了重大影响,使R＆D管理发生了深刻变化.本文将讨论我国R＆D管理的状况,并对一个综合研究设计院(BSRI)进行个案研究,以确定R＆D管理面临的主要问题,最后,对今后我国R＆D管理发展趋势进行了初步探讨.  相似文献   

School-based bullying experiences as reflected by adults with visual impairments     

Justin A. Haegele  Xihe Zhu  Steven K. Holland 《Psychology in the schools》2020,57(2):296-309

The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school-based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi-structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three-step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) “It would be when they knew there weren't teachers watching”: bullying experiences in unowned and unstructured spaces; (b) “Going through the motions”: feelings about verbal, social, and physical victimization; and (c) “They had their own insecurities”: understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences.  相似文献