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61.
Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and cultural differences in how bullying is perceived and defined. The values and norms of the culture itself strongly influence the behaviour of perpetrators. In this article, we discuss how educators and health care professionals can use this knowledge to help young people who bully develop deeper understanding of themselves and their relationships with others. 相似文献
62.
One of the characteristics of collaborative learning is that it offers opportunities for learners to reflect and justify their work, to compare, understand and criticize their peers' work, and to iterate through these processes as needed. This paper presents a design of a system that supports learners in taking advantage of these collaboration affordances in the context of collaborative modeling. The main focus is the automatic generation of adaptive interventions for the process of qualitative modeling of physical phenomena. Students interact with the learning environment by running a simulation, using visual tools for qualitative modeling, and communicating with each other through special tools and free text. The system tracks and analyses learners' activities that relate to the subject matter tasks as well as to the communication between the learners and generates interventions accordingly. The layered interventions are designed also to integrate communication and content issues. 相似文献
63.
Joshua F. Lawrence David Francis Juliana Paré-Blagoev Catherine E. Snow 《Journal of research on educational effectiveness》2017,10(4):767-793
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with minimal support and varying levels of commitment. Students in treatment schools scored almost a point higher on the curriculum-based vocabulary posttests than those in control schools (Hedges's g = 0.094, p < 0.05). Though there was no main treatment effect on the standardized measures of students' general vocabulary knowledge or reading comprehension, baseline-by-treatment interactions at the school and student level acted to attenuate the Matthew Effect in reading and vocabulary growth. 相似文献
64.
The Effects of Two Mindset Interventions on Low-Income Students’ Academic and Psychological Outcomes
Jill Gandhi Tyler W. Watts Michael D. Masucci C. Cybele Raver 《Journal of research on educational effectiveness》2020,13(2):351-379
AbstractThis study examined two widely available light-touch, writing-based mindset interventions: one that targeted students’ purpose for learning and one that aimed to increase students’ growth mindset. In order to examine the potential mechanisms underlying previously reported effects of mindset interventions, we analyzed these interventions’ effects on low-income, ethnic minority adolescents’ academic outcomes, task persistence, task-relevant anxiety, critical motivation, and sense of belonging. Results indicated that the purpose for learning intervention had a small negative impact on students’ self-reported grades the following year, and null results for the other outcomes. The growth mindset intervention was administered one year following the purpose for learning intervention and we found no evidence of treatment impacts on any outcomes. Analyses of treatment impact moderation suggested that certain student characteristics, such as student gender and race could play a role, but most of these tests also presented null results. The primarily null results of both interventions suggest that further study is needed to determine the effectiveness of one-time, self-administered mindset interventions across a variety of contexts and student populations. 相似文献
65.
目的:了解6个月非药物健康干预对民航飞行员生理健康状况的影响。方法:对实验组受试者进行以营养和运动干预为主的非药物健康干预,6个月后收集实验前后实验组生理健康相关指标的数据,通过t检验分析受试者实验前后的变化。结果:(1)干预前后,12名民航飞行员的腰围出现显著下降,差异具有高度统计学意义(P<0.01),体重和BMI均下降,差异具有统计学意义(P<0.05);(2)干预前后,12名民航飞行员HDL-C提高,差异具有统计学意义(P<0.05);(3)通过干预飞行员的血尿酸下降,差异具有统计学意义(P<0.05);(4)干预前后安静心率下降,差异具有统计学意义(P<0.05);(5)干预前后收缩压出现显著下降,差异具有高度统计学意义(P<0.01);(6)舒张压差异不具有统计学意义(P>0.05)。结论:以营养和运动干预为主的非药物健康干预手段对民航飞行员的健康改善具有促进作用。 相似文献
66.
The spiritual aspect of life has the potential to affect one’s quality of life in terms of emotional and physical well-being, relationships, and social inclusion. Unfortunately, despite public acknowledgement of the importance of spiritual development, little has been written on spirituality in students with special needs. Furthermore, in the field of special education, spirituality is frequently under-used in practice. The purpose of this article is to explore issues related to spirituality and disabilities. The following aspects are considered: the relationship between spirituality and disabilities; spirituality as an integral part of overall student development and learning; and spirituality as a source of social and psychological support. Implications for educational programmes that will address the spiritual dimension of learning are discussed. 相似文献
67.
Enid Reichrath Luc P. de Witte Ieke Winkens 《International Journal of Inclusive Education》2013,17(6):563-580
Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them. 相似文献
68.
Elena Savina Ludmila Moskovtseva Oksana Naumenko Anna Zilberberg 《Emotional and Behavioural Difficulties》2013,18(4):371-385
This study examined the perception of children’s internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated that all the respondents attributed externalising behaviours to social causes to a greater degree than internalising behaviours. Compared to mothers and psychologists, teachers perceived both types of behaviours as more serious; however, they downplayed their own role in the child’s problems. Psychological help was more popular among school psychologists than among mothers. Correlational analyses demonstrated problem- and respondent-specific associations between casual attributions and recommended interventions. Implications for educational practice are discussed. 相似文献
69.
中学生身体自我概念发展及干预策略的研究 总被引：17，自引：0，他引：17
用身体自我描述问卷(PSDQ)对中学生进行调查并实施体育干预实验研究，探讨在我国化背景下中学生身体自我概念发展特点及体育干预策略对中学生身体自我概念发展的影响。结果发现：(1)中学生、中学生运动员身体自我概念发展各自具有一定性别、年龄特点，随年龄增加，身体自我概念不断向前发展，但各年龄阶段具有不同发展任务；(2)初三年级(15岁)是身体自我概念发展的重要时期；(3)总体看，体校生身体自我概念在各个维度上均优于普通中学生，且两的性别差异也十分显；(4)不同专项运动员身体自我概念各子维度发展存在不同程度的差异；(5)运动锻炼能影响中学生身体自我概念的发展变化，是影响、改变中学生身体自我概念发展的有效途径和方法。 相似文献
70.
Elaine Doyle 《Irish Educational Studies》2013,32(2):183-205
This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions. 相似文献