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1.
Most research related to learning in groups focuses on the unit of the group and/or group members. However, students may benefit from crossing the boundaries of their own group, as students in different groups may provide access to new, nonredundant knowledge and opportunities for learning. Whether boundary crossing between groups is beneficial for learning and academic performance has received limited conceptual and empirical attention. Using social network analysis and structural equation modeling, we contrasted pre/post network developments among 693 students (132 groups) across 4 modules at a UK business school. We examined whether it is better for students to invest in social relations in groups to learn and enhance academic performance or to (continue to) invest in social relations outside groups. Our findings indicated that students seemed to learn more from learning relations outside their group than from their own group members. Students with more intergroup relative to intragroup learning relations performed better on module assessments and throughout the academic year than students with more intragroup learning relations. Boundary crossing and intergroup learning deserves more empirical attention and experimentation on how to balance boundary crossing and effective group learning strategies. 相似文献
2.
In divided societies, the promotion of cross-cultural contact through the education system has been central to efforts to improve intergroup relations. This approach is informed by an understanding of the contact hypothesis, which suggests that positive contact with a member of a different group should contribute to improvements in attitudes towards the group as a whole. While a substantial body of research provides support for contact theory, critics have argued that its emphasis on harmonious encounters can result in the neglect of group differences and associated issues of conflict and discrimination during contact. The research discussed in this article explores this tension with reference to two shared education projects in Northern Ireland. Research data, gathered primarily through interviews with pupils, confirms that divisive issues are rarely addressed during contact and explores several influences on this: the nature of pupils’ relationships, the programme structure, and the prevailing social norms of avoidance. 相似文献
3.
Meredith Madden 《Equity & Excellence in Education》2015,48(4):571-588
How do critical pedagogies promote undergraduate students’ awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students’ class consciousness-raising in an intergroup dialogue on social class at a large, private Northeastern university. Analyses of weekly student journals are offered to expand upon our knowledge of undergraduate students’ social class experiences in higher education contexts, as well as illuminate positive impacts that intergroup dialogue pedagogy has on students’ class consciousness-raising in the intergroup dialogue classroom. 相似文献
4.
One important aim of citizenship education is learning to deal with cultural diversity. To this end, schools organise exchange projects to bring students into contact with different social and cultural groups. The aim of this study is to investigate the effects of intergroup contact in educational settings and to understand what the most favourable conditions are. The paper discusses a case study on an exchange between 10th‐grade students of Surinamese and Dutch‐Antillean backgrounds from an Amsterdam suburb with native Dutch students from rural Netherlands. The study included interviews with teachers and students and pre‐ and post‐tests of intergroup attitudes. The results indicate that students become more aware of their own preconceived ideas. The results show that interaction on the individual level is important. Getting students to work together on common goals is an effective way of stimulating interaction. 相似文献
5.
宋华锋 《山西大学师范学院学报》2009,(3):32-34
任何执政者都要与宗教打交道,世界上许多事都与宗教相关。新时期,我们需要以新型的执政意识审视宗教功能,以现代的思想观念去研究科学合理的政教关系。当代,社会转型是中国社会发展的一个突出特征,社会转型带来了社会价值观念的巨大转变,造成了激烈的价值矛盾、冲突和现实失范等。当今,培育人文精神是调适价值观念冲突的有效武器。宗教属于信仰范畴,回答人们用理性无法解释的人生根本问题。在转型时代的欧洲,康德的宗教哲学思想对欧洲大陆有着积极的建树,探讨其人文思想,对构建社会主义和谐社会将有重要的意义。 相似文献
6.
Susan B. Goldstein 《Equity & Excellence in Education》2013,46(4):502-519
This study seeks to expand the literature on predicting friendship diversity beyond race/ethnicity to include religion, social class, and sexual orientation. Survey packets elicited information regarding up to four close friendships developed during college. Additional measures assessed pre-college friendship diversity, participation in college activities and diversity education, intergroup attitudes, and interpersonal communication apprehension. A total of 588 friendships (213 intragroup and 375 intergroup) were reported by 151 college students. Pre-college friendship diversity was the primary predictor of college friendship diversity across each intergroup dimension. Implications for prejudice reduction are discussed. 相似文献
7.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
8.
Mansoor Niaz 《科学教学研究杂志》1995,32(9):959-970
The main objective of this study was to evaluate the effect of teaching experiments within a dialectic-constructivist framework based on the following considerations: (a) Cognitive conflicts used in the teaching experiments must be based on problem-solving strategies that students find relatively convincing: (b) after having generated a cognitive conflict, it is essential that the students be provided with an experience that could facilitate the resolution of the conflict; and (c) the teaching strategy developed is used by an interactive constructivist approach within an intact classroom. The study was based on two sections of freshman students who had registered for Chemistry I at the Universidad de Oriente, Venezuela. One of the sections was randomly designated as the control group and the other as the experimental group. To introduce cognitive conflict, the experimental group was exposed to two teaching experiments dealing with stoichiometry problems based on the concept of limiting reagent. Students in the control group were exposed to the same problems—however, without the cognitive conflict teaching experiments format. To evaluate the effect of the teaching experiments, both groups were evaluated on five different problems at different intervals during the semester, referred to as posttests. All posttests formed part of the regular evaluation of the students. Results obtained show the advantage of the experimental group on four of the posttests. It is concluded that the experimental treatment was effective in improving performance on the immediate posttests. It was observed that some students protect their core belief [see Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91–196). Cambridge: Cambridge University Press] in stoichiometry (establishing equivalent relations between different elements or compounds) by ignoring the conflicting data, just as conflicting (anomalous) data do not necessarily convince a scientist to abandon a particular theory. 相似文献
9.
Malka Margalit 《Exceptionality》2013,21(4):195-204
Abstract This study aimed to evaluate the impact of the “I Found a Solution” computer‐assisted social skills intervention program on students with mild mental retardation. Teachers randomly divided students from two Israeli special schools (58 males, 29 females; aged 10.6 to 17.11 years) into an experimental and a control group. Teachers trained the experimental group using a social skills package including computerized social conflict scenarios and adventure games, group discussions, and homework tasks. Within the same time frame, teachers trained the control group to use various academic computer software programs. Following the intervention process, the research team collected information on students' self‐reported social skills and teachers' ratings of the students' adaptive classroom behavior. The experimental group performed significantly better than controls on posttest criteria. Teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. On subjective self‐reports, trained students reported more cooperation and assertion than the control group, but self‐control and empathy measures did not differentiate between groups. The use of a naturalistic mini‐environment for experimenting and rehearsing effective social strategies appears promising but requires further exploration. 相似文献
10.
Naoki Okamura 《Religious education (Chicago, Ill.)》2013,108(3):289-302
It is commonly acknowledged by many that Japanese teenagers in general hold very negative views of organized religions. However the researcher, as an educator at a Christian University in California, observed every year a great number of Japanese international students becoming persons who paint positive pictures of religion. A study done on those students, utilizing the method of grounded theory, uncovered the following. One, their cross-cultural experiences created crisis situations, which became a catalyst to question their uncritical beliefs about religion. Two, their positive personal encounters with religious people in the United Sates caused them to experience transformation. 相似文献
11.
Robert Thornberg 《Journal of educational and psychological consultation》2014,24(3):183-210
The aim of this study, conducted in Sweden, was to investigate the cultural barriers between school personnel (teachers and principals) and nonschool personnel (a resource team), who were external to the school system, regarding consultation about challenging or difficult-to-teach students. Focus groups with teachers, principals, and the resource team as well as interviews with students and parents were conducted. The qualitative analysis resulted in a grounded theory of change resistance in the context of school consultation. Differences in professional assumptions led to conflicting professional main concerns. An intergroup conflict was inevitable in many cases and the professional cultural barriers that remained produced and reinforced professional ethnocentricity. This contributed to a lack of integration between external consultants and school personnel. Lack of integration contributed to the legitimacy loss and the maintenance of professional ethnocentricity. The basic social process of change resistance was centered in the interaction between professional ethnocentricity and lack of integration. 相似文献
12.
Jean‐François Ravaud Béatrice Beaufils Henri Paicheler 《International Journal of Disability, Development & Education》1987,34(2):93-106
This research seeks to establish relationships between the stereotypes, self‐ratings and peer‐ratings of students in an experimental secondary school attended by both disabled and nondisabled young people. To study the influence that contact with disabled classmates has upon intergroup perceptions, responses of these students were compared with those of students attending a secondary school that does not practise mainstreaming.Results vary, depending upon whether subjects were asked to attribute adjectives from a list to classmates, some of whom were disabled, or to the disabled persons in general. This research highlights the need to adopt a new approach to intergroup relations. 相似文献
13.
Chris Hin Wah Cheung Kerry J. Kennedy Chi Hung Leung Ming Tak Hue 《British Journal of Religious Education》2018,40(2):158-168
This paper explored the impact of religious engagement (religious background, religious service attendance and religious activities participation) on adolescents’ civic and social values. Attitudes towards the influence of religion on society were investigated as a possible mediator/moderator of religious engagement. A model based on Western literature was tested using a sample of over 2000 Hong Kong students. Secondary data were drawn from the International Civics and Citizenship Education Study 2009. Multi-level modelling was used to assess individual and school level effects on civic and social values. Results indicated that religious engagement exerted varied effects. Religious background showed small and negative effects on students’ civic and social values. Participation in religious services indicated a small, positive and significant effect on social but not on civic values. Participation in religious activities showed no significant effect on either social or civic values. These variables exerted a small moderating effect on social and civic values through attitudes to the influence of religion on society. The latter exerted a positive and significant effect on civic values and a negative effect on social values. These results suggested that Western models depicting the positive relationship between religious engagement and citizenship values may not hold for Asian societies. 相似文献
14.
Johan Liljestrand 《British Journal of Religious Education》2015,37(3):240-255
The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n?=?7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m?=?3; f?=?4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects. 相似文献
15.
Social Identity Complexity,Cross‐Ethnic Friendships,and Intergroup Attitudes in Urban Middle Schools
This study investigated contextual antecedents (i.e., cross‐ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out‐of‐school sports, religious affiliations, and peer crowds, the ethnically diverse sample (N = 622; Mage in seventh grade = 12.56) showed moderately high complexity. Social identity complexity mediated the link between cross‐ethnic friendships and ethnic intergroup attitudes, but only when adolescents had a high proportion of cross‐ethnic peers at school. Results are discussed in terms of how school diversity can promote complex social identities and positive intergroup attitudes. 相似文献
16.
Yaacov Boaz Yablon 《Gender and education》2009,21(6):689-701
Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed. 相似文献
17.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
18.
This article, based on qualitative research, authorizes the voices and views of Vietnamese immigrant students regarding racial
dynamics at an urban public high school. Though not included in public or school-based discussions about race relations following
a violent clash between white and black students, Vietnamese students reported experiencing social exclusion and racial conflict
as a daily reality in school. The informants mapped the roots of racial conflict in school as a struggle over space, including
the classroom, hallways, cafeteria, gym, and bathrooms. The students also demonstrated a significant commitment to the school
and expressed a desire to be included in efforts to improve race relations and the quality of life within the school. Their
perspectives and experiences challenge the validity of the dominant black-and-white paradigm that defines the public understanding
of race relations in the school, the city, and the society. 相似文献
19.
Sabrina N. Ross 《Teaching in Higher Education》2013,18(8):870-881
This study contributes to research linking diversity and higher education teaching to democratic learning outcomes. It explores processes and outcomes associated with the intergroup contact of Black and White students enrolled in two sections of a diversity education course at a public university in the southeastern United States. The goals of this study were: (1) to explore the intergroup dynamics that emerged when students interacted in both sections of the course; and (2) to identify student support for intergroup cooperation as a result of their experiences in the course. While one section of the course experienced a high degree of intergroup conflict, students in both sections reported support for intergroup cooperation at the end of the course. 相似文献
20.
Richard P. Bagozzi 《Structural equation modeling》2013,20(3):222-252
This study explores the impact of arousal on key relations in attitude theory. Specifically, arousal was hypothesized and found to (a) increase the association between positive cognitions about the consequences of an act and attitudes toward the act and (b) decrease the association between negative cognitions and attitudes, thereby producing positive‐negative asymmetries. No positive‐negative asymmetries were predicted and found, however, for the association between positive or negative affective reactions toward the consequences of the act and attitudes. Finally, arousal was hypothesized and also found to induce a unitization in general affective and cognitive evaluations. High arousal and low arousal were manipulated through the controlled viewing of slides in a fully randomized, two‐group design with measurement error taken into account and electrodermal activity monitored to demonstrate changes in arousal. Subjects were 220 male students who provided judgments, evaluations, and attitudes toward the act of giving blood. Knowledge‐assembly theory and the semantic network theory of memory were used to frame hypotheses that, in turn, are based on a cognitive social learning theory of the self‐regulation of one's emotional states. 相似文献