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1.
《British Educational Research Journal》2006,32(2):307-329
Internet access has recently been introduced into over 30,000 schools in the UK. While web provision has been heralded by some as an educational panacea, it is also recognised that there are dangers inherent in school Internet use. Adopting the cultural risk perspective, drawing upon a social‐cultural analysis of Internet regulation and utilising the concepts of liminality and ‘otherness’, this article explores staff Internet risk perspectives. While staff expressed concern about online pornography, hate‐sites, bomb/drug making websites, electronic communication, security issues and copyright violation, interpretations as to who was at risk varied with student age. Younger students' Internet activities were interpreted with reference to narratives of innocence, whilst the inappropriate online activities of youths were labelled as ‘dangerous’. In conclusion, it is argued that a distinction needs to be drawn between risks arising from liminality and those associated with ‘otherness’. 相似文献
2.
Paul Boxer Dara Musher‐Eizenman Eric F. Dubow Stephanie Danner Donna M.L. Heretick 《Psychology in the schools》2006,43(3):331-344
This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006. 相似文献
3.
Annoesjka Boersma Geert ten Dam Monique Volman Wim Wardekker 《British Educational Research Journal》2010,36(1):3-25
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this article we distinguish four parameters to define a community of learners for vocational orientation. We then present the results of a collective instrumental case study into teaching‐learning processes in four classes in two pre‐vocational secondary schools. Data were collected through classroom observations, a series of interviews with teachers and students. The interviews focused on eight ‘critical incidents’ recorded during classroom observations. The results show that the parameters ‘shared learning’ and ‘meaningful learning’ are more manifest in the teaching‐learning process than ‘reflective learning’ and ‘a focus on transferable learning outcomes’. The article concludes with a discussion of the limits of working in simulated work situations in school for realizing effective pre‐vocational education. 相似文献
4.
Jamie Y. Fearrington Patricia D. Parker Pamela Kidder‐Ashley Sandra G. Gagnon Sara McCane‐Bowling Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. 相似文献
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The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school. 相似文献
7.
The present study focused on CBM written language procedures by conducting an investigation of the developmental, gender, and practical considerations surrounding three categories of CBM written language scoring indices: production‐dependent, production‐independent, and accurate‐production. Students in first‐ through eighth‐grade generated a three‐minute writing sample in the fall and spring of the school year using standard CBM procedures. The writing samples were scored using all three types of scoring indices to assess the trends in scoring indices for students of varying ages and gender and of the time required to score writing samples using various scoring indices. With only one exception, older students outperformed younger students on all of the scoring indices. Although at the middle school level students' levels of writing fluency and writing accuracy were not closely associated, at the younger grade levels the CBM indices were significantly related. With regard to gender differences, girls outperformed boys on measures of writing fluency at all grade levels. The average scoring time per writing sample ranged from 1‐1/2 to 2‐1/2 minutes (depending on grade level). © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 379–390, 2003. 相似文献
8.
This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of ‘engagement’ is considered in the context of constructivist learning theory. A short case study based on a small‐scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non‐fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged. 相似文献
9.
Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been shown to be instrumental in developing students' interpretive competence which is important for achieving learning outcomes. In this article, we report a study that investigated how four diverse groups of 10‐ and 11‐year‐old students and teachers from two schools experienced such reading events. The study found that making sense of these books was more productive when students were given permission to switch identities and make connections to their out‐of‐school cyber and popular culture worlds. Using discourse analytic techniques, we uncover the identity work during a number of discussions around two different picturebooks and show how this enabled these learners to enter the academic space and demonstrate interpretive competence. 相似文献
10.
Sema Soygenis Murat Soygenis Emine Erktin 《The International Journal of Art & Design Education》2010,29(3):283-293
This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. 相似文献
11.
This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers. 相似文献
12.
Yehudit J. Dori 《科学教学研究杂志》2003,40(1):34-52
Matriculation 2000 was a 5‐year project aimed at moving from the nationwide traditional examination system in Israel to a school‐based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher‐order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low‐level assignments and more so on assignments that required higher‐order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school‐based alter‐native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34–52, 2003 相似文献
13.
Murray Gadd Judy M. Parr James Robertson Lliam Carran Zeba Ali Linda Gendall Kate Watson 《Literacy》2019,53(4):226-235
This New Zealand‐based article reports on an analysis of data gathered over two years from upper primary school students on their attitudes to writing and writing instruction and their beliefs about their self‐efficacy as developing writers. Responses from 449 students in five diverse schools are included. Through an online survey administered at the beginning and end of each of the two years, students responded to a range of mostly closed questions. Conclusions (including student comments) were made about students' likes, dislikes and preferences as developing writers. Levels of association between their attitudes and gender and between their attitudes and proficiency levels were explored. Conclusions were also made about how student attitudes affect teacher practice. 相似文献
14.
Folkert Haanstra 《The International Journal of Art & Design Education》2010,29(3):271-282
This article deals with the forms and contents of self‐initiated art works: the kind of learning that takes place in the production of self‐initiated art works as well as the relationships with school art. We interviewed 52 Dutch students (aged between 10 and 14) from different schools of primary and secondary education, and their art teachers. The students showed examples of their home art as well as their school art. Based on interviews and the works presented, four main categories of self‐initiated art works can be distinguished: applied art, popular culture, personal experience and traditional art. Learning outside school is partly incidental and informal (learning by doing, copying), but involves intentional learning as well. Students are aware of the differences in style, materials and themes between their spontaneous, self‐initiated art work and the work they are required to make in school. Moving the domain of self‐initiated art into schools may jeopardise it, but art teachers should neither ignore nor dismiss it. They should be aware of children's self‐initiated visual culture and relate to it in their lessons. 相似文献
15.
Derek Cheung 《Research in Science & Technological Education》2013,31(2):153-169
School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally. 相似文献
16.
Thomas Tretter Manuela Paechter Dennis Kubasko Alexandra Bokinsky Thomas Andre Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799
This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007 相似文献
17.
The importance of school‐based health centers (SBHCs) in overall prevention and health promotion programming is growing as they become increasingly common in schools. SBHCs can improve access to comprehensive physical and mental health services for children and families, and make a significant contribution to universal prevention efforts in schools. Partnering with school‐based health centers in the overall prevention and health promotion programming provides an opportunity for school psychologists to broaden their impact on the entire school population. This article describes the role and primary functions of SBHCs and how these centers can provide important prevention and health promotion services for children and adolescents. Research regarding SBHCs' primary prevention outcomes is also reviewed with the goal of providing school psychologists the necessary background to work collaboratively with SBHCs. © 2007 Wiley Periodicals, Inc. 相似文献
18.
This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [ 2009 ] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from www.wellcome.ac.uk/perspectives ; Osborne, Simon, & Collins, [2003] International Journal of Science Education 25(9), 1049–1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self‐efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1057–1095, 2012 相似文献
19.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
20.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献