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Nadine Engels Antonia Aelterman Karen Van Petegem Annemie Schepens 《Educational studies》2004,30(2):127-143
The Flemish government considers well-being of pupils as an important output indicator for the quality of education. The education inspectorate needed an instrument to measure this well-being in a school context, an instrument that should also be a basis for actions plans aimed at enhancing pupils' well-being. The development of this instrument is described in this article. A total of 342 pupils were interviewed. The material from these interviews was used for construction of—mainly Likert-type—items for a questionnaire. A pilot version of the questionnaire was examined by experts and tested with a random sample of 306 pupils. The experimental version was tried out on a random sample of 2054 pupils. This resulted in a questionnaire with four consistent scales and thirteen subscales. Significant differences between schools were found. Atmosphere at school, contacts with teachers, involvement in class and at school, school regulations and infrastructure were among the best predictors. 相似文献
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Jeremy Engels 《Quarterly Journal of Speech》2013,99(3):311-334
Robert Owen's “Declaration of Mental Independence,” declaimed on the Fourth of July, 1826, was one of the most ill-received speeches in the early Republic. The attendant controversy provides an opportunity to theorize invective's role in democratic culture. Invective was useful in the early Republic, and continues to be useful today, because it is both constitutive of national identity and a curative rhetoric for managing cultural anxiety. However, there are limits to what invective can achieve, and invective's place in democracy is consequently ambivalent. Rather than curing democratic anxiety, invective tends to perpetuate it, disrupting democracy's emphasis on controlled conflict and pushing it ever closer to violence. 相似文献
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Teachers believe they don’t interact any differently with boys than with girls. However, an examination of the evidence base on gendered student–teacher interactions shows – at times contradicting – unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers’ (re)actions in the classroom. Content analysis and thematic analysis of teachers’ recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers’ (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners’ professional learning process, it is important for researchers to allow practitioners to co-investigate their practice. 相似文献
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Nadine Engels Gwendoline Hotton Geert Devos Dave Bouckenooghe Antonia Aelterman 《Educational studies》2008,34(3):159-174
This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component. 相似文献
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Antonia Aelterman Nadine Engels Karen Van Petegem Jean Pierre Verhaeghe 《Educational studies》2007,33(3):285-297
Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level. 相似文献
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Lisanne L. Stone Matteo Giletta Mara Brendgen Roy Otten Rutger C.M.E. Engels Jan M.A.M. Janssens 《Early childhood research quarterly》2013
A key factor identified in friendship formation and stability is similarity. Homophily of externalizing problems has been reported frequently, but less attention has been directed at homophily of internalizing problems. Whether young children who are friends resemble each other in their internalizing problems is thus largely unknown. In order to increase understanding of the social risk factors implicated in the etiology of internalizing problems, it is important to establish whether internalizing problems cluster in friendships. The present study examines homophily of internalizing problems while controlling for externalizing problems in a sample of children aged 4–8. 相似文献
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