An ‘appropriate’ test taker: the everyday classroom during the national testing period in school year three in Sweden     

Eva Silfver  Gunnar Sjöberg  Anette Bagger 《Ethnography and Education》2016,11(3):237-252

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for 9–10-year-old children in Sweden. Data were produced by observations, video-recordings and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as ‘appropriate’ test takers.  相似文献   

Children with Special Education Needs and Subjective Well-being: Social and Personal Influence     

Tania Gaspar  Helena Bilimória  Francisca Albergaria  Margarida Gaspar Matos 《International Journal of Disability, Development & Education》2016,63(5):500-513

Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image. The data were collected in 16 schools, 8 in the North Region and 8 in the Lisbon Region of Portugal. The sample is composed by 1181 young people of which 51.5% were female, with ages ranging between 8 and 17 years. From the sample, 2.6% had special educational needs (SEN), and 3% did not use the Portuguese language at home. 12.2% had been retained one grade or more. Three regression models were built. Model 1 establishes the association between having SEN, grade and subjective well-being. The final model with all variables showed that social and personal characteristics present a stronger explicative value on children and adolescents’ subjective well-being. The model also showed that, when social and personal variables are included the association between being a student with SEN and well-being is not statistically significant. Research and intervention implications include the need to promote subjective well-being, social and personal skills and a positive development in children and adolescents with SEN.  相似文献   

Examining environmental learning experiences at an earth education summer camp     

Adam Cheeseman  Tarah Wright 《Environmental Education Research》2019,25(3):375-387

Many barriers restrict children’s access to nature resulting in negative consequences, including a lack of opportunities to learn and engage with the natural environment. Fortunately, environmental education programs offer participants an opportunity to counteract these challenges. While the benefits of environmental education as measured by pre-determined outcomes are well documented, research focused on participants’ perceptions and preferences related to their environmental learning experiences continues to be under-represented in the literature. Using a pre-/post-test survey approach, this study aimed to explore how an earth education summer camp, Sunship Earth ^TM, contributed to participants environmental learning experiences. Results suggest that Sunship Earth ^TM provides children with various EL opportunities that help to increase their understanding of some ecological concepts. Results also suggest that this learning experience may have helped to broaden participants’ understanding of environmental issues and actions, as well as enhance feelings of care, interest, and responsibility towards the environment.  相似文献   

Drawing on the Past: Reflecting on the Future     

Tom Davies 《The International Journal of Art & Design Education》2002,21(3):284-291

This paper examines the connections between the training models of late 19th century Schools of Design (Art) as exemplified by the first municipal School of Art (Margaret Street, Birmingham) and the current preparation of specialist teachers of Art and Design. A recurrent theme is the paradox of objective, measurable standards, pitted against notions of subjective independent learning, individual relevance and choice. Consistent with other papers from this author, the thrust of the perspective is questioning the compatibility of an examination–dominated agenda and opportunities for experimentation, creative risk taking and forms of supported, purposeful play. Continuing research explores the concept and purpose of drawing in an increasingly technological, global information society.  相似文献   

Children’s Drawing,Self Expression,Identity and the Imagination     

Bryan Hawkins 《The International Journal of Art & Design Education》2002,21(3):209-219

Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing.  相似文献   

弱智儿童适应性教育再思考     

张文京 《中国特殊教育》2003,(5):19-23

适应是弱智儿童成长发展的基本形式和趋势。适应力决定了弱智儿童真实生活的水平与质量。本文以新的适应观“适应是弱智儿童与环境双方的改变、调适”为主导 ,论及弱智儿童适应过程、特点。明晰弱智儿童适应性教育诊断 ,适应性养成教育的思路。启发对障碍、对环境建构的理解  相似文献   

Rules versus analogies in children's spelling: Evidence for task dependence     

Rachael P. Deavers  Gordon D.A. Brown 《Reading and writing》1997,9(5-6):339-361

Two experiments were conducted to investigate developmental changes in children's use of rime-level units of sound-to-spelling correspondence when spelling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the clue word technique employed by Goswami (1988a) and found that significantly more analogous, rime-based responses were given to the same stimuli in both younger and older children. However, fewer analogous responses were given when the salience of the clue word was reduced by presentation of multiple target nonwords. The results suggest that while children in the early stages of development possess the ability to use rime-based units in spelling, they do not always make spontaneous use of this analogy strategy. However, when the potential to use rime-based units is highlighted by task demands, as is the case in Experiment 2 when a clue word is provided, even young children make considerable use of analogy in spelling.  相似文献   

Which instructional models influence more on perceived exertion,affective valence,physical activity level,and class time in physical education?     

Josune Rodríguez-Negro  Javier Yanci 《教育心理学》2020,40(5):608-621

Abstract

The aim of this study was to examine the effects of two different instructional models (i.e. direct instructional model (DIM) and tactical games model (TGM)) with primary education students. Perceived exertion, affective valence, physical activity (PA) level, instruction time, active learning time, and relation of instruction/active learning time were measured with 256 primary education students during DIM and TGM 8 weeks’ intervention programs. Significant differences were found between the DIM and TGM in perceived exertion, PA level, instruction time and in the relation between instruction/active learning time (p?<?.01, ES=?0.4 to 1.1). By age group, the DIM had significantly higher PA level in students of 3^rd grade of primary education (G3), 4^th grade (G4) and 6^th grade (G6) (p?<?.05 or p?<?.01, ES=?0.8 to ?0.4). The instructional model used during physical education classes can affect perceived exertion, PA level, instruction time, and the relation instruction/active learning time.  相似文献   

谈谈电脑辅助教学与特殊儿童     

周林 《中国特殊教育》1997,(1)

本文总结了西方学者在电脑辅助教学（CAI）中的模式开发和实际应用；在考察特殊儿童分类基础上，简要介绍了西方国家以电脑为辅助工具对于特殊儿童教育心理方面的几项研究。在改革开放的今天，微电脑开始进入学校和家庭之中，电脑教学对于特殊儿童的帮助也引起我们的注意。  相似文献   

Working towards better education for children in care: longitudinal analysis of the educational outcomes of a cohort of children in care in Australia     

Elizabeth Fernandez 《牛津教育评论》2019,45(4):481-501

ABSTRACT

Internationally, reviews of educational outcomes of children in care reveal consistent findings highlighting the need for considerable policy attention to be paid to their education to ensure they achieve optimal economic and psychosocial life outcomes. Important to enhancing the educational achievement of children in care are support, stability of environment, teaching resources and the recognition by all stakeholders – birth parents, foster carers, social workers and statutory authorities — that education is paramount to a child’s future well-being. This paper highlights the perspectives of carers, teachers and children on the fostering experience with particular focus on educational outcomes drawing on a prospective longitudinal study of children in long-term care. Using a multimethod, repeated measures multi-informant design, children were assessed by carers and teachers using the Achenbach Child Behaviour Checklist and its companion, the Teacher Report. The findings indicate demonstrated gains in terms of improved scores and adaptive functioning at subsequent assessments following two years of stable care. Discussion of the findings and implications for practice will focus on the need for a coordinated strategy to improve placement continuity and focused professional and organisational support with respect to the emotional and educational needs of children in care.  相似文献