Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela     

Eduardo Martín 《Cultura y Educación》2016,28(3):539-564

The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.  相似文献   

Risk factors and context of men who physically abuse in Bogotá, Colombia     

Klevens J  Bayón MC  Sierra M 《Child abuse & neglect》2000,24(3):323-332

OBJECTIVES: The aim of this study was to identify risk factors for physical abuse caused by male perpetrators, as well as to describe the context of abuse and the role of the female partner in these cases in Bogotá, Colombia. METHODS: Information from in-depth interviews of males reported to authorities for physical child abuse and their female partners (n = 45) was quantitatively and qualitatively analyzed and compared to to males and their female partners from the same neighborhood living with a child of the same gender and age (+/-3 years) as the abused child (n = 44). RESULTS: Situations of abuse occurred more often on a weekday, in the afternoon or early evening hours, with the mother present, exceptionally involved substance abuse, and tended to be repetitive. Male subjects' lower level of education, stepfather status, perceived stress, substance abuse and mental illness, lack of social support, history of childhood physical abuse, negative perceptions, attributions and unrealistic expectations of the child's behavior were associated with abuse. Cases' female partners were more likely to have a lower occupational level, a higher frequency of dependent personality, a history of childhood physical and sexual abuse and be herself physically and emotionally abused by her spouse. At least three scenarios for abuse emerged from the analyses: "explosive" men, "abusive disciplinarians," and "children out of parental control." CONCLUSIONS: Most of the findings are consistent with existing research despite the different social and cultural context. The different scenarios suggest the need to tailor preventive and rehabilitative interventions for abusers.  相似文献   

The emergence of gestures in the first year of life in the Infant School classroom     

Guevara  Irene  Moreno-Llanos  Iván  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287

European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of...  相似文献   

联大高职软件技术专业建设与教学体系改革     

袁家政  鲍有文  李京平 《职业技术教育》2002,23(25):26-30

本文从培养目标、培养规格、课程体系、教学内容、教学过程、教学环境、考核办法等方面探讨北京联合大学高职软件技术专业的专业建设,提出以实践环节教学为主体,与企事业单位联合办学,建立“学产研”人才培养途径与机制的教学体系的改革设想。  相似文献   

Collaborative professional development for distributed teacher leadership towards school change     

Auxiliadora Sales  Lidón Moliner  Andrea Francisco Amat 《School Leadership & Management》2017,37(3):254-266

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.  相似文献   

Conceptualization and Measurement of Cognitive Holding Power     

John C. Stevenson  Glen T. Evans 《Journal of Educational Measurement》1994,31(2):161-181

The concept of cognitive holding power is synthesized from theories of settings and of cognitive structures and is conceptualized as a characteristic of a learning setting that presses students into different kinds of cognitive activity. Settings which press students into using first- or second-order cognitive procedures are regarded as having first- or second-order cognitive holding power. The development of an instrument to measure these two dimensions of cognitive holding power is outlined. The independence of the dimensions, their reliabilities and validity, and factor structures are examined. Each dimension was found to have high reliability across vocational education and high school settings, and each was correlated as predicted with other classroom variables. The potential contribution of this research to understanding the relationship between different approaches to the teaching of problem solving and the ability to undertake problem-solving transfer tasks is outlined.  相似文献   

The psychological environment and teachers’ collective-efficacy beliefs     

Carol Strahan née Brown  Anna Reid 《Educational Psychology in Practice》2019,35(2):147-164

The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised, the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools.  相似文献   

Defining the dynamic role of Australian academic skills advisors     

Simon Evans  Ariana Henderson 《高等教育研究与发展》2019,38(6):1121-1137

ABSTRACT

In the Australian university context, Academic Language and Learning (ALL) entails advisors working with academics and students to enhance learning. It is a relatively new area, beginning around the mid-1980s, and ALL units developed within their respective institutions. Since early 2000s, there has been an increasing amount of literature discussing the work of these centres. Significantly though, academic support services remain on the periphery of higher education. This article seeks to define the dynamic role of academic skills advisors. In late 2016, we distributed a questionnaire to ALL unit managers at each of the 39 Australian universities, receiving 29 responses. Combining multiple-choice and open-ended questions, the survey investigated the location of the unit, the role of ALL advisors, the qualifications and experience asked for at recruitment, the training required, and pedagogy when working one-to-one with students. A consistent picture emerged in the responses. One key point is a growing demand for advisors with eLearning and eTeaching skills, indicative of broader changes in Australian universities. This article describes the unique set of professional and personal attributes that ALL advisors bring to the role. The survey results found that ALL advisors are responsive to change; broadly use constructivist approaches; have an extensive range of skills, experience and competencies; and are knowledgeable across a range of disciplines. Further investigation comparing the scope of work done in countries such as the UK, New Zealand and Canada could shape and define the changing role of ALL advisors in Australia.  相似文献   

Effect of delay on search decisions in a task-oriented reading environment     

Amelia Mañá  Eduardo Vidal-Abarca  Ladislao Salmerón 《Metacognition and Learning》2017,12(1):113-130

The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions regarding the text with the text available, and subsequently repeated the procedure with a second text (immediate condition). The other group read both texts first and then answered, with the texts available, the questions for the first text and then for the second text (delayed condition). In both conditions, the readers’ actions during the task were recorded. The results demonstrated that the students in the delayed condition made more search decisions. In addition, moderated mediation analyses indicated that setting a delay had a positive indirect effect on performance via increased searching only for the students with average and high comprehension skills. Moreover, decisions regarding what information to search for depended exclusively on comprehension skill. Instructional implications are discussed.  相似文献   

Introducing computer-based concept mapping to older adults     

Iñaki Calvo  Ana Arruarte  Mikel Larrañaga  Julián Gutiérrez 《Educational gerontology》2017,43(8):404-416

The dramatic eruption of information and communication technology has had a remarkable effect on modern life, including the capacity to help older adults improve their quality of life and remain independent longer. However, while technology use is generally widespread, there is an observable underutilization by older people. There is sound evidence that older adults can learn and acquire computer skills just like younger people do, although they might need more time to reach a similar level of mastery. Concept maps (CMs) are considered to be an efficient creativity tool, as they allow the user’s view to be drawn over any domain or issue. An experiment was conducted with older adults using CM-ED (a concept map editor). The experiment had a twofold objective. The first objective was to measure how certain characteristics of the participants (gender, age, background) affect both their performance with such a tool and the quality of the CMs they developed. The second objective was to determine whether CM-ED is suitable for older people.  相似文献