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OBJECTIVES: To examine the prevalence of bullying behavior in adolescents from Cape Town and Durban, South Africa, and the association of these behaviors with levels of violence and risk behavior. METHOD: Five thousand and seventy-four adolescent schoolchildren in grade 8 (mean age 14.2 years) and grade 11 (mean age 17.4 years) at 72 Government schools in Cape Town and Durban, South Africa completed self-report questionnaires on participation in bullying, violent, anti-social and risk behaviors. RESULTS: Over a third (36.3%) of students were involved in bullying behavior, 8.2% as bullies, 19.3% as victims and 8.7% as bully-victims (those that are both bullied and bully others). Male students were most at risk of both perpetration and victimization, with younger boys more vulnerable to victimization. Violent and anti-social behaviors were increased in bullies, victims and bully-victims compared to controls not involved in any bullying behavior (p<.01 in all cases). Risk taking behavior was elevated for bullies and bully-victims, but for victims was largely comparable to controls. Victims were less likely to smoke than controls (odds ratio .83, p<.05). Bully-victims showed largely comparable violent, anti-social and risk taking behavior profiles to bullies. Bully-victims showed comparable suicidal ideation and smoking profiles to victims. CONCLUSIONS: Results were in keeping with Western findings. Involvement in bullying is a common problem for young South Africans. Bullying behavior can act as an indicator of violent, anti-social and risk-taking behaviors. 相似文献
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Lee R. Lombard 《The Educational forum》2013,77(1):13-27
Through a leadership for learning approach, a school–university partnership in a large, urban district was able to recruit, develop, and retain new and existing school leaders. Two cohorts of new leaders were trained while existing leaders enhanced their skills through professional development. Data indicated that the school–university partnership increased the overall percentage of new district leaders by over 19 percent, and met or exceeded all seven of its established targets for leadership development and sustainability. 相似文献
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Emmett Lombard 《The Journal of Academic Librarianship》2018,44(2):226-230
This study considers academic library personnel perceptions of gender and leadership associated with three obstacles – family, “double binds”, social capital – identified by Alice Eagly and Linda Carli in 2007. A survey was created that provides prompts to measure perception of these obstacles as they apply to both genders. Ninety-two library personnel from a random sample completed the survey. Findings from a t-test that describe and interpret the results are presented, along with themes coded from survey comments. Suggestions Eagly and Carli offer to improve leadership equity are adapted specifically to academic libraries. 相似文献
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CJ Van Rijsbergen 《Information Retrieval》2000,2(1):17-26
The Logical Uncertainty Principle is re-examined from the point of classical logic. Two interpretations are given, an objective one in terms of an axiomatic theory of information, and a subjective one based on Ramsey's theory of probability. 相似文献
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We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when genetics knowledge is popularized (Staerklé and Clémence 2002), to show how knowledge is transformed in specific predictable manners as it moves from experts to general public. Then, we will draw from a large body of (French) research in didactic transposition (Chevallard 1991) in order to highlight what knowledge characteristically thrives or is lost as it percolates into school practice and learner’s knowledge. We will then draw from Huberman’s (Science Communication, 4(4), 478–510, 1983) analysis of knowledge use in schools the specificities of knowledge that teachers effectively use. All three perspectives reveal that cognitive and social environment are crucial determinants of what knowledge will be found in schools. An ecological metaphor explains how different cognitive environments from research into education favor knowledge adapted to specificities of this ecosystem. This transposition of knowledge is therefore not decay but inescapable and necessary. Ignoring this transposition has considerably reduced the effectiveness of many educational reforms. We will combine these three to propose an evolutionary perspective that could inform ways of expressing research into educational recommendations fed into the system to optimize the didactic transposition process. 相似文献
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The emphasis placed on the individualistic and universal nature of cognitive development in some cognitive development models has resulted in the neglect of the cultural context in the development of cognitive abilities. Consequences of this approach for cognitive development are the strong emphasis which is placed on age-dependent patterns of growth and uniformity. Furthermore, the occurrence of changes in the relationship between an individual and the surrounding environment as crucial for the development of cognitive abilities are neglected. In this paper, a cultural approach to the development of critical thinking abilities is proposed in contrast to the traditional, individualistic approach. 相似文献
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Lombard Jordan Bråten Ivar van de Leemput Cécile Amadieu Franck 《Instructional Science》2021,49(2):197-221
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.
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