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1.
Elsa K. Weber 《Early education and development》1999,10(4):499-515
The present study examined young children's conceptions of personal prerogative in the contrasting contexts of home and school. The central question was whether young children have a stable conception of the personal which underlies their responses to regulations in varying contexts. Interviews concerning conceptions of the personal domain were conducted with 37 middle class first grade children. The children were aware of continuities and discontinuities in personal prerogative at home and school as highlighted by their understandings of conventions at school. They identified areas of prerogative at school, but were aware of the conventionalization of some personal issues. They considered school to be the more restrictive place. Despite some willingness to cede authority to teachers for many personal issues, the children reserved rightful decision locus for themselves. They were noncommittal as to whether prerogative should be narrowed at school. They attempted negotiations in both settings, despite less success at school. The children had a conception of personal prerogative which extended over both home and school contexts. Results have implications for classrooms responsive to children's development of autonomy. The study was limited largely to white middle class children, however it raises questions which could have implications for a much broader range of children. Further studies on prerogative in contrasting contexts considering class and ethnic differences may also yield implications for classroom practice which is child and culture sensitive. 相似文献
2.
《Early education and development》2013,24(4):499-515
The present study examined young children's conceptions of personal prerogative in the contrasting contexts of home and school. The central question was whether young children have a stable conception of the personal which underlies their responses to regulations in varying contexts. Interviews concerning conceptions of the personal domain were conducted with 37 middle class first grade children. The children were aware of continuities and discontinuities in personal prerogative at home and school as highlighted by their understandings of conventions at school. They identified areas of prerogative at school, but were aware of the conventionalization of some personal issues. They considered school to be the more restrictive place. Despite some willingness to cede authority to teachers for many personal issues, the children reserved rightful decision locus for themselves. They were noncommittal as to whether prerogative should be narrowed at school. They attempted negotiations in both settings, despite less success at school. The children had a conception of personal prerogative which extended over both home and school contexts. Results have implications for classrooms responsive to children's development of autonomy. The study was limited largely to white middle class children, however it raises questions which could have implications for a much broader range of children. Further studies on prerogative in contrasting contexts considering class and ethnic differences may also yield implications for classroom practice which is child and culture sensitive. 相似文献
3.
Stephanie C. Smith 《The Urban Review》2012,44(5):571-588
There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers??one using implicit instruction and one teaching behavior explicitly??over a period of 5?months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. 相似文献
4.
Martin P. Levinson Andrew C. Sparkes 《International journal of qualitative studies in education》2013,26(6):751-772
This article draws on data generated from a 3½‐year ethnographic study of the interface between Gypsy culture and the educational system in England. The evidence suggests that Gypsy children have distinctive spatial orientations that are embedded in their own culture and life experience. These relate to issues revolving around degrees of nomadic and sedentary lifestyles, and also around spatial awareness deriving from the site environment. In combination, these features have the potential to make the transition between home and school problematic. Moreover, the utilization of space by Gypsy children is often misinterpreted within schools, being at odds with, and constituting a challenge to, the structured social space of the school environment. In view of the multiple meanings of space, this raises issues about the lack of flexible responses in institutional contexts. 相似文献
5.
The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD = 1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school. 相似文献
6.
Ikerne Aguirre-Bielschowsky Claire Freeman Eva Vass 《Environmental Education Research》2012,18(1):91-115
This paper investigates Mexican and New Zealand children’s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children’s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children’s contact with nature, encouraging critical thinking and more environmental activities. 相似文献
7.
Shannon D. Snapp Jenifer K. McGuire Katarina O. Sinclair Karlee Gabrion Stephen T. Russell 《Sex education》2013,13(6):580-596
There is growing attention to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) issues in schools, including efforts to address such issues through the curriculum. This study examines whether students’ perceptions of personal safety and school climate safety are stronger when curricula that include LGBTQ people are present and supportive. LGBTQ and straight middle and high school students from California (1232 students from 154 schools) participated in the 2008 Preventing School Harassment survey. They reported their experience of LGBTQ-inclusive curriculum, its level of supportiveness and perceptions of safety. Multilevel methods allowed for an examination of differences between individuals in the same school while controlling for differences between schools. LGBTQ-inclusive curricula were associated with higher reports of safety at the individual and school levels, and lower levels of bullying at the school level. The amount of support also mattered: supportive curricula were related to feeling safer and awareness of bullying at the individual and school levels. The implications of school- versus student-level results for educational policy and practices are discussed. 相似文献
8.
Gordon Trasler 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):42-49
The study investigated the extent of different types of contacts between home and school for a representative sample of 60 families of children with Down's syndrome who attended a range of different schools in 13 local education authorities (LEAs). The children were aged between five and nine years old. Data were obtained in semi‐structured interviews with mothers as part of a larger study of parents’ views of their children's schooling. Basic links between home and schools (e.g. parents’ attendance at events such as open days, occasional visits to see a teacher) were common but parental involvement in the class‐room or in carrying out work at home on the teacher's suggestion was less common, and there was little evidence of parent‐professional partnership in areas such as joint decision‐making on educational programmes. Contacts between the children and their school friends outside school were few and there was a significant relationship between the frequency of these and the amount of parental contact with the schools. The factors related to amount of parental involvement were the child having started at the school before the age of four and the amount of support the mother received at home. There were no significant effects of social class or type of school. The majority of mothers appeared to be motivated to maintain home‐school links, and many wanted more opportunities to be provided for involvement, particularly in areas such as helping or observation in the classroom. 相似文献
9.
Laura Manison Shore 《Literacy》2015,49(2):98-104
In this paper, I consider the relationship between socio‐economic background and the school experience of two groups of children. I seek to establish whether or not there are identifiable differences in the language of primary school children living in two demographically contrasting geographical areas and, if there are differences, how these differences might impact upon a child's capacity to access learning. In investigating these relationships, I conducted semi‐structured interviews with the two groups using the work of Bernstein as a starting point. I found that while the children in the first school, located in a largely less affluent area of Bristol, appeared to lack confidence, extended vocabulary and often clarity in their speech, the children in the second school, located in a middle class, affluent area of the city appeared articulate, self‐ confident and in possession of a varied and extended vocabulary. While it is not appropriate to generalise from this small scale study, these findings raise questions about the language children experience from an early age both in the home environment and at school and suggest that there is a significant part for schools to play in ensuring that they are not excluding some groups of children from participation. 相似文献
10.
陈坤党 《浙江教育学院学报》2003,(3):108-112
虚拟的网络社会在成为中学生学习知识、交流思想与体闲娱乐重要空间的同时，以网络为载体的中学生违法犯罪也随之出现。心理的不成熟是实施网络违法犯罪的内在驱动力，家庭的引导不力、学校的缺乏重视则不利于对中学生网络违法犯罪的防控。对中学生网络违法犯罪的控制可以通过技术、管理、法律、教育和惩处控制等多个途径来进行。 相似文献
11.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
12.
Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship. 相似文献
13.
This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools. 相似文献
14.
Jill Blackmore 《International Journal of Inclusive Education》2013,17(5):499-515
Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school. 相似文献
15.
Peer relationships represent a major source of concern to children transitioning to secondary school. They also offer a potentially important source of support to adjustment and academic progress. However, strategies to support peer relationships at secondary transition have received little attention in previous research. This semi-structured interview study obtained accounts of current practice from staff in a small but nationally representative sample of English secondary schools. A theoretical approach to thematic analysis indicated substantial use of evidence-based strategy types, while a complementary inductive analysis highlighted issues in work with parents. There were many similarities across schools in the content of their support for peer relations at transition, however important process differences were found between high and low support schools in the quality of strategy implementation. A framework is presented to support this aspect of educational psychologists’ work with schools in promoting successful transition to secondary school. 相似文献
16.
M.J. Gifford 《School Leadership & Management》2013,33(1):47-52
Research on the nature of and support for systemic sustainable innovation with ICT is converging with research on policy implementation and studies of school change and improvement to highlight the complex interplay of personal and contextual factors that enable and constrain innovation. In each of these fields, leadership has been found to play a crucial role in initiating and sustaining change and innovation. This leadership is not however the prerogative of any one individual but rather it is distributed over people at all levels of the system and across policies, practices and material resources. Leadership for innovation around and with ICT technologies is also distributed across time because of its substantial financial and knowledge implications. In this article, we illustrate the distributed nature of the leadership that supported teachers and schools to make use of teacher personal laptops accessed through the New Zealand government Laptops for Teachers scheme. 相似文献
17.
18.
Laura Scholes Joanne Lunn Brownlee Susan Walker Eva Johansson 《International Journal of Inclusive Education》2017,21(10):991-1010
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning. 相似文献
19.
Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle‐class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings. 相似文献
20.
Data on responses to the National Curriculum were gathered from personal interviews with a sample of 50 primary school head teachers, 304 primary class teachers and 223 secondary heads of department. In the primary schools concern centred around an anticipated increase in the level of assessment and record‐keeping and curriculum documentation. Increased levels of science and technology in the curriculum were also anticipated and these were the areas in which primary teachers felt in greatest need of support. In secondary schools changes were anticipated in individual subject curricula, especially in the fields of science and modem languages. The results suggest that there is great concentration in schools on a few specific areas of concern and that this may be at the expense of wider issues involved in the National Curriculum. 相似文献