What does bullying really mean?     

Jon Swain 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):358-364

The first part of this short report looks at the problems of using the term ‘bullying’ across different cultures; and the difficulties in arriving at a definitive definition of what constitutes bullying among professional researchers and other adults. The second part looks at young children's perception of what bullying means to them, and draws on a small‐scale piece of recent research that formed part of an MA dissertation on the incidence of bullying in a junior school in Essex. The results suggested that pupils (and teachers) found the term ‘bullying’ rather ambiguous and difficult to define. Younger pupils were found to have a more extensive definition of the term, and a hypothesis was proposed that this might account for the higher levels of being bullied found in the lower school.  相似文献   

An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools?     

Elizabeth Sach 《Education 3-13》2013,41(3):322-335

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Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation     

Billie Eilam  Hava E. Vidergor 《Roeper Review》2013,35(2):86-96

Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high–school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs.  相似文献   

Reflections on Plowden     

Robert Dearden 《Education 3-13》2013,41(1):27-30

ICT can make a useful contribution to the development of early literacy but exploiting this potential in developmentally appropriate ways requires early years educators to meet the challenge of outlining the ways and means this process requires. As early years professionals we need to think not only about the ways in which ICT can help to enhance our current practices in literacy but also about how our concept of literacy itself might need to change. Clarifying our view of our role and responsibilities in relation to technological change and young children's literacy experiences in a rapidly changing world of communication could be one way of ensuring that at least some of these changes meet our needs and those of the children we work with.  相似文献   

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary,middle-, and high-school students     

Amy M. Johnson  Gamze Ozogul  Matt D. DiDonato 《European Journal of Engineering Education》2013,38(5):519-531

Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students.  相似文献   

Perceptions of studying during adolescence: student typologies and the relationship with attainment     

Lynne Rogers 《Educational studies》2013,39(3):298-314

This research explores perceptions of studying among students taking public examinations at age 16. Cluster analysis was used to classify 826 Year 11 students, in their final year of compulsory schooling, according to their study typology. Pupils were drawn from eight outer London schools and completed a self-report questionnaire to assess perceptions of studying. The analysis revealed six distinctive groups with differences in the use of metacognitive, effort-management, time-management and study strategies. The groups differed in relation to attainment and the amount of homework that students reported completing. Clusters were identified with poor students, who had become disengaged with their studies, and hard working students, who valued the task and adopted a variety of strategies. Other clusters displayed poor time management strategies, use of planning and organisational strategies. For the future, it appears important to understand characteristics that are exhibited by individual students, if all are to be assisted in achieving their potential.  相似文献   

Learning outcomes and dropout intentions: an analytical model for Spanish universities     

Lola C. Duque  Jordi Suriñach 《Educational studies》2013,39(3):261-284

The dropout rate among Spanish university students is very high compared to the European mean, creating a pressing need for the introduction of policies and programmes aimed at increasing rates of persistence. In this article, we study this problem by combining students’ perceived learning outcomes with their dropout intentions, and we propose a research model that considers subjective factors that might impact this decision. The model is estimated for two degree courses: Business Administration and Nursing. The estimation method uses structural equations based on the partial least squares algorithm. This allows the construction of indices for the variables of interest, enabling us to make comparisons between courses and over time. To reduce dropout intentions, efforts need to be focused on obtaining better cognitive outcomes, as well as on achieving a higher level of student satisfaction with their university experience.  相似文献   

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment     

Elizabeth Rodriguez-Keyes  Dana A. Schneider 《Journal of Teaching in Social Work》2013,33(3):227-238

This study illustrates an experience of implementing a hybrid model for teaching human behavior in the social environment in an urban university setting. Developing a hybrid model in a BSW program arose out of a desire to reach students in a different way. Designed to promote curiosity and active learning, this particular hybrid model has students engage in weekly online activities between their weekly on-ground classes. This article reviews key pedagogical concerns and presents preliminary findings, including student feedback, instructor observations, and strategies for faculty interested in developing such courses.  相似文献   

Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment     

Kuklinski  Margaret  Weinstein  Rhona 《Learning Environments Research》2000,3(1):1-34

Using two independent samples of urban elementary school children from Grades 1, 3, and 5, this study explored the long-term stability of classroom learning environments that differ in the extent of differential teacher treatment favoring high achievers over low achievers, as reported by students. Classroom differences ('high' versus 'low') in perceived differential treatment were highly stable from fall to spring in Grades 3 and 5, but not in Grade 1. Stability in (a) individual children's reports of differential treatment, and (b) teacher expectations for children's year-end reading achievement was accentuated in classrooms where differential treatment was pronounced early in the year, particularly in the higher elementary grades. Findings suggest that there would be heightened risk for problematic teacher expectancy effects and other maladaptive learning outcomes in these classrooms, because stable or rigid performance expectations are coupled with classroom instructional patterns that consistently convey these expectations to children. In contrast, risk is likely to be reduced in classrooms where high and low achievers are treated more equitably in the eyes of children, because teachers' expectations for children are more flexible, and children take longer to discern differences in treatment. The overall consistency of findings in two samples supports the generalizability of the conclusions reached.  相似文献   

Youth Perspectives on Parental Career Influence   总被引：2，自引：0，他引：2  

Luther B. Otto 《Journal of Career Development》2000,27(2):111-118

The role of parents in youth career development is generally acknowledged though, often, perfunctorily. This inquiry examines youth perceptions of parental influence on their career development. We ask young men and women about specific career development attitudes and behaviors that bear on their relations with their parents. The sample consists of survey data from 362 high school juniors. The results confirm the trend of recent studies that report compatibility between parent and youth values, aspirations, and plans. Of all the people to whom youth can turn for help with making career plans, most look to their mothers. The findings apply across gender, to young men as well as young women; and they apply across race, to minority youth as well as majority-culture youth. The results underscore the importance of parents as allies and resources for career counselors in facilitating youth career development.  相似文献