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1.
Ida Bull 《History of education》2013,42(4):425-426
This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends. 相似文献
2.
During the 2009–2010 academic year, 10 schools participated in the Meaning of Life educational program, an adaption of the popular U.S. Laws of Life program. The program sought to encourage each participant to develop a personal approach to finding meaning in life. To evaluate the success of the program, we conducted a study to compare measures of psychological health among participants in the program. We administered questionnaires to participants pre- and postintervention that dealt with the following topics: Meaning in Life, Perceived Hope, Self-Efficacy, Virtues and Values Enacted, and School Climate. We conducted an analysis on a sample of 256 Jewish children (91 boys, 165 girls) and 396 Arab children (155 boys, 241 girls) in 8 schools. Results yielded convergent and construct validity among the 5 measures. Differential results were found among the different schools in both Jewish and Arab samples. From this data we discuss implications for future research. 相似文献
3.
《Journal of Language, Identity & Education》2013,12(2):123-141
Bluff Creek is a prairie town of less than 2000 people. During the period of this study, the families of 20% of the children in its schools were Lao from families who immigrated to the United States in the 1980's, following the Vietnam War. The families of a majority of European-heritage children in the schools were Mennonites whose forebears had emigrated from Russia to the United States in the 1870s. The town was known locally for its successful integration of newcomers in its schools. The authors suggest aspects of the cultural identities and historic experiences of lowland Lao and German Mennonites have led to relatively successful educational and interpersonal relationships in Bluff Creek. They add that both cultures are marginalized in the United States, which brings the two cultures together. 相似文献
4.
The earthquakes that rocked the city of Christchurch and surrounding districts in Canterbury, New Zealand, were to take their toll on families, schools and communities. The places that had once represented safety and security for most children were literally and figuratively turned upside down. Rather than reinforce the trauma and continue to frame children as passive victims, the study reported here aimed to help children reframe their experiences through active engagement in participatory research projects. This article reports on three schools drawn from a UNESCO-funded project in which schools recorded their earthquake stories. While children were the centre of each of the school’s earthquake stories, schools engaged children to different extents in their chosen projects. These three schools exemplify different places along a continuum of children’s engagement in research on their own experiences. In one school, children, families, teachers and the principal all contributed to an illustrated book of their experiences. In another school, children created a series of mosaic panels to record the community’s story before, during and after the earthquakes. In the third school, children became documentary makers and interviewed other children about their earthquake experiences. In all cases, children found their projects positive and helpful activities, enabling them to put their experiences into a broader context. This article argues that schools have an important role to play in providing emotional processing activities which help children gain perspective and distance as part of their recovery from large-scale disaster events. 相似文献
5.
Mollie Campbell-Smith 《Child abuse & neglect》1983,7(3):329-337
The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent. Negative emotional effects of bureaucracy and the Australian school institution on children are discussed. This paper looks critically at schools, outlines some ways in which such abuse is manifested and discusses how the schools can become factors in healing as well as preventing abuse. 相似文献
6.
Communities in Malawi selected 15 children deemed “at-risk” – predominantly orphans – in Class 6 of each of 20 intervention schools to receive learning materials, support from the community and a school “buddy.” An experimental evaluation found that dropout was reduced by 45% across intervention schools compared to 20 control schools. The program had spillover effects, indirectly reducing dropout among older pupils in the class not deemed at-risk. These findings imply that age, and not orphanhood, was the main indicator of dropout risk and that when targeting criteria are considered carefully, flexible learning programs can reduce dropout substantially among vulnerable children. 相似文献
7.
Several authors have suggested reasons for children transferring to new schools, and they have hypothesized that the reasons may affect the nature and tenure of the transition process. The present study investigated the reasons parents of 451 elementary school children gave for changing schools and demonstrated that the reasons influenced children's ability to adjust to their new schools. Specifically, children transferring because their old school closed were more competent academically and had a higher average socioeconomic status than did the other groups. On the other hand, those transferring because of changing households had poorer academic performance and more stressful life events on average than the other groups. Finally, reasons for moving not only vary according to race, but the effects of the reasons are different for each racial group. Implications for school personnel seeking to integrate transfer students into their schools effectively are discussed. 相似文献
8.
Cathy Jane Byrne 《British Journal of Religious Education》2012,34(3):317-331
Religious categorisation occurs at enrolment in Australian state-run (public) primary schools, with children segregated into religious instruction classes during their first week. Lesson content has no government oversight and, in some schools, options are limited to Christianity. The effect of this categorisation on children’s attitudes to religious diversity is not well researched but the role of religion in public schools is increasingly controversial. Social identity theory (SIT) considers cultural hegemony as a factor in individual identity construction. SIT posits that inter-group bias increases with in-group identification and suggests that categorisation itself is a source of prejudice. This paper explores the implications of SIT in the development of children’s strength of religious identity. An exploratory study suggests that a Christian emphasis at school may influence a child’s tendency to exclude those with different beliefs. 相似文献
9.
This study used an “indicated prevention” approach to attempt to replicate very positive international evaluations of the FRIENDS for Life programme. Using standardised self‐report measures of anxiety, low mood and self esteem with groups of children from four schools, the study found significant improvements in all of these measures following the 10‐week programme, which were sustained four months later. Positive findings were also obtained from an examination of the programme’s impact on children’s social skills. Implications for improving emotional well‐being and educational outcomes for children in Scottish schools are discussed. 相似文献
10.
Jennie Ingham 《Journal of Research in Reading》1982,5(1):43-56
During‘The Bradford Book Flood Experiment’(1976–80), a longitudinal record was kept of the reading of one year-group of children in each of four middle schools in predominantly working-class areas. The children's choices of, and responses to, books were recorded on reading record forms, questionnaires which were completed by the children each time they read a book. Subsequently, it was possible to isolate responses to books written by Enid Blyton and compare responses to these books with responses to all the other authors together (i.e., to an‘average’other author). The chi-square test of significance was applied throughout. It was found that children responded more favourably to Enid Blyton in response to every question, the differences being statistically significant in every instance. Children's reasons for choice of books by Enid Blyton are quoted and categorized. An attempt is made to analyse the reasons for Enid Blyton's popularity. 相似文献
11.
Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children. 相似文献
12.
日据初期,为达到巩固台湾殖民统治秩序、掠夺台湾经济的目的,台湾总督府第三任（1898-1906）民政长官后藤新平把教育作为政治的延续、军事的后援,对草创期的台湾殖民地初等教育进行了大力整备,设立小学校、公学校及蕃童教育所,施行三轨制差别教育,奠定了日后台湾殖民地初等教育的基础。 相似文献
13.
《International Journal of Educational Research》2001,35(2):181-191
In Sri Lanka, English is taught in the primary school, by language specialists, starting in Grade 3. During 1995, staff at the National Institute of Education investigated the impact of a “Book Flood” of 100 good quality English reading books per school, in 20 small disadvantaged schools, at Grades 4 and 5. Half the schools were urban and half were rural. The books were donated for the project by Wendy Pye, a New Zealand publisher. In preparation for the project, teachers were trained, in short workshops, to use the Shared Reading method, and to read stories to children. The books were used for 15–20 min daily during normal English periods. The achievement levels of the pupils were tested before and after the program, which continued from March 1995 until January 1996. In comparison with matched control groups, the project groups showed highly significant gains in reading achievement, approximately three times that of control groups, and substantial improvements in writing and listening skills. Apparently, the daily practice at reading and related activities contributed to a marked improvement in English literacy acquisition. The Ministry of Education recommended extension of the program to all schools, in English, Tamil and Sinhalese. Teachers in over 400 schools have now been trained in the approach. 相似文献
14.
特殊学校教师教学效能感特点及与职业枯竭的关系 总被引：2，自引：1，他引：2
采用问卷法对三所特殊学校184名教师的研究表明:三所特殊学校教师教学效能感各不相同;特殊学校教师教学效能感在性别、学历、教龄、每周授课数量、任教科目方面存在显著差异;特殊学校教师教学效能感能够显著预测职业枯竭。 相似文献
15.
This paper reports an exploratory study of 37 children (aged 4–5 years) throughout their first term of formal schooling. Children in two different schools were included in the study. Four pairs of friends and four isolated children were targeted for in‐depth observation every week throughout the term. The behaviour and speech of these 12 children were coded systematically in various activities and settings to assess their level of social involvement and their adjustment to school. Sociometric interviews were carried out with all 37 children. These were used to examine the pattern of social relationships in the two classes and to investigate Children's understanding of concepts such as ‘friendship’. The target children also took part in a communication game with other children from their classes, matched in age and verbal ability, but who were not friends. It was predicted that children who started school in the company of a friend or friends would have better developed social and communicative skills than children who began school without the support of existing friendships. As predicted, children who had well established friendships on entry to school gave more sophisticated reasons as to why children liked and disliked each other. These children were also more effective communicators than the isolated children. The results suggest that friendship not only plays an important part in developing young Children's social competencies, but also that it influences children'sperformance on a range of classroom‐based learning activities, particularly those which involve mutual collaboration and co‐operation. 相似文献
16.
K. H. Ter Avest M. Rietveld-van Wingerden 《British Journal of Religious Education》2017,39(3):293-302
During the second half of the twentieth century, faithful followers of non-Western religions immigrated into Western European countries. Their children were a challenge for the respective educational system in the host countries. In the Dutch context, the educational system consists of public and private schools in which religion is the most dividing factor. Private schools are largely denominational schools with, as main denominations, Roman Catholics and Protestants, while state schools are presented as religiously neutral. How did this dual system cope with the import of a relatively new religion like Islam? In our contribution, we describe half a century’s history of Islamic children in Dutch schools by addressing the following questions. In what way did state and denominational schools on the one hand and the government on the other hand try to include Islamic pupils (and their parents) and facilitate their integration into the Dutch educational system and by consequence into Dutch society? And, the other way around, how did these new comers adapt themselves to the Dutch educational system, and did they stimulate, directly or indirectly, reflection on religion and values? We come to the conclusion that the most influential initiatives came from both Christian and Islamic schools as a consequence of their focus on the importance of the formation of pupil identity and life orientation and that teachers’ knowledge about and attitude regarding (religious) diversity are pivotal in processes of learning about and from each other as a precondition for integration into a society characterised by diversity. 相似文献
17.
Sylvia Lucas 《Emotional and Behavioural Difficulties》2013,18(3):14-19
The high expectations of teachers in Nurture Groups can bring about amazing change in their schools as well as in the children. When the theory which underpins Nurture Groups is applied to the whole school with a clear curriculum focus, a positive cycle of growth and development is set in motion, teaching and learning become more effective for all children and the morale of all concerned improves. The Nurturing School offers a real alternative to committed teachers who are concerned about the emotional development of the children and adults in our schools in the current educational climate. 相似文献
18.
19.
John Kenny 《International Journal of Science Education》2013,35(10):1267-1288
This paper reports on the effectiveness of a professional partnership approach to preparing pre‐service primary teachers to teach science. The study involved final year BEd pre‐service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching experience in which pre‐service teachers were supported to plan and teach a sequence of work in a chosen science topic and reflect upon the experience. Many reported an initial lack of confidence in science and no experience with teaching it during their normal practice teaching. During 2007 and 2008, teachers from 17 schools in Northern Tasmania volunteered to work with the pre‐service teachers in their classrooms for one lesson a week over a six‐week period. The findings indicated that this approach was an effective way to build the confidence of pre‐service teachers and may also have benefits for practising teachers. 相似文献
20.
Mary Nugent 《Educational Psychology in Practice》2008,24(3):189-206
This study evaluates and compares special educational services for children with dyslexia in three different Irish educational settings: special schools, reading units and mainstream resource provision. The emphasis is on the child’s experience of special education. Participants were dyslexic children aged 8–13 who had been accessing special educational services for two academic years. Data collection involved individual interviews with each of the 100 children. Further data about the child’s experience were collected by parental questionnaire. Results suggested that while children overall were happy and evaluated special educational services positively across all three settings, children in special schools and reading units seemed to be happier and to have more positive experiences than children attending mainstream resource provision. The discussion considers the implications of these findings in the context of the inclusion debate in special education. It also considers the limitations of this small‐scale study and the need for further research. 相似文献