Cultural sensitivity and attitudes towards refugees of Turkish nursing students: A cross sectional descriptive study     

《Int J Intercult Relat》2021

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An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well-being     

Daniel Lamoreaux  Michael L. Sulkowski 《Psychology in the schools》2020,57(1):152-165

In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.  相似文献   

翻转课堂模式在体育教学中的运用     

梁小莉 《体育科技文献通报》2020,(1):89-90

翻转课堂模式不仅有利于学生巩固学习知识,还能有效促进学生自主参加学习的积极性,其在体育教学当中获得较好的实施效果。为此,本文采用文献资料法等,以翻转课堂模式对体育教学的促进意义为切入点,对翻转课堂模式在体育教学中的运用展开研究,旨为促进体育教学的健康发展。  相似文献   

Do private schools improve public school quality or increase stratification?     

《International Journal of Educational Development》2020

Utilizing a 4-year longitudinal dataset (2007−08 to 2010−11) of 212 public secondary schools from two districts in Nepal, I conduct panel regression analyses to determine the association between public school high stakes examination outcomes and measures of private sector competition. I find that there does not seem to be a significant positive or negative association between public school outcomes and the extent of private competition in recent years. However, there is evidence to suggest that the gap between public and private school outcomes is higher in localities with higher private sector growth, providing suggestive evidence of stratification.  相似文献   

Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials     

Jeanne L. Brunner  Fouad Abd-El-Khalick 《科学教学研究杂志》2020,57(2):154-183

This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials.  相似文献   

提高小学数学学困生成绩点滴谈     

魏敦姬 《教育教学论坛》2020,(3):315-316

通过“心与心的交流和方法与方式的优化”两个方面来阐述如何轻松、愉快、有效、合理地提高小学数学学困生的教学质量。  相似文献   

普通高校大学生形体礼仪课程实践与研究     

胡晓华  李欣  范莉莉  董菲 《体育科技文献通报》2020,(6):86-86,114

利用体育教育自身所承载的文化内涵及其独有的实践特征,整合资源,优化课程,将过去不同学科的形体训练与大学生形体礼仪、行为规范教育有机的容为一体。开设大学生形体礼仪课,指导大学生在塑造健康匀称,曲线、姿态优美,气质高雅的外部形态的同时按照社交礼仪规范来约束自己行为,真正做到“诚于中而行于外,慧于心而秀于言”,把内、外美有机地统一起来。为全面提升大学生素质教育开辟新的渠道。  相似文献   

Mature students’ journey into higher education in the UK: an interpretative phenomenological analysis     

Yasmin Saddler 《高等教育研究与发展》2020,39(2):332-345

ABSTRACT

This article reports on issues of diversity in the context of widening participation in global higher education (HE). Mature students represent a third of the HE student population in Australia, Canada, UK and the USA. More research is needed to understand factors that can facilitate or hinder access to HE for this group. The aim of this study was to examine factors that a small group of mature students perceived influenced them as they made the decision to take up HE. Six undergraduate students at a British university who were on track to finish their studies took part in semi-structured interviews. All participants were white and from families with no previous experience of HE. Mean age was 42.7 years (range 35–51), and 50% were female. The interviews were analysed using Interpretative Phenomenological Analysis. Through using phenomenological analysis to analyse perceptions of changing motivation and goals during the decision-making process to take up HE, a detailed understanding of the complexity of these change processes was obtained. The analysis offers evidence that mature students experience far-reaching personal and social changes related to their decision to enter HE and adds a novel understanding of these identity-changes. This new insight is of fundamental importance to the field because the novel understanding of mature students’ meaning-making could be used to tailor interventions to facilitate access to HE for mature students.  相似文献   

International Counseling Doctoral Students' Teaching Preparation: A Phenomenological Study     

Dan Li  Yanhong Liu 《Counselor Education & Supervision》2020,59(3):200-215

We conducted a phenomenological study of teaching preparation with 11 international counseling doctoral students. We identified four primary themes: (a) international identity becomes salient in teaching, (b) acculturation occurs in teaching, (c) teaching is relational, and (d) support system is critical to teaching preparation. Multicultural implications for preparing international doctoral students as emerging counselor educators are provided.  相似文献   

Birds of a feather end up flocking together when studying abroad. Can a university bridge the cultural differences that challenge friendships between Pacific Island students and New Zealand students?     

《Int J Intercult Relat》2021

Intercultural friendship formation is a key challenge for international students studying abroad. In an increasingly globalised world, where people regularly engage with others from different cultures, meaningful intercultural friendships are important. However, culture can pose a considerable challenge that hinders the formation of friendships between people of different cultures. This paper explores challenges and insights into developing intercultural friendships between international Pacific Island students studying in Aotearoa New Zealand and domestic New Zealand Palagi¹ students. Similar to other studies, the findings in this study highlight the key challenges connected to cultural differences. These findings are surprising as New Zealand Palagi students would have gone to primary and secondary schools with Pacific Island students and should have had some contact and interactions with them and be more accustomed to cultural differences. Unique to this study is that these international Pacific Island students recognised that universities are in a prime position to champion and promote systemic interventions to assist both international and domestic students to engage with each other in order to promote cultural understanding. Overcoming intercultural friendship development challenges involves creating meaningful intercultural spaces and campus ‘friendship’ events to increase intercultural interactions, raise domestic students’ cross-cultural awareness, and encourage reciprocal intercultural learning. Such activities are likely to enhance the overall well-being of all students and improve the internationalisation of universities with increasingly diverse student cohorts.  相似文献