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1.
Nick Hammond 《Educational Psychology in Practice》2013,29(1):1-18
Eliciting and advocating the voice of the child remains at the heart of international political agenda and also remains a central role for educational psychologists (EPs). Previous research indicates that EPs tend to use language-based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a case study approach this paper aims to explain how the use of Forum Theatre offers EPs a legitimate way of eliciting and advocating the views of children. The study worked with seven Year Six children to create a Forum Theatre Performance which was performed in front of the whole school (spect-actors). Focus groups were held with teachers (n = 3) and children (n = 6) from within the school. This study uses a semantic deductive thematic analysis to explain underlying emancipatory processes within the context of a small rural primary school. The results of this study support previous literature demonstrating that Forum Theatre has a wealth of emancipatory processes which might optimise the approach being used to elicit and advocate for the voice of the child. Practical applications and limitations are discussed with some suggestions for further research. 相似文献
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Erin Gallay Lisa Marckini-Polk Brandon Schroeder Constance Flanagan 《Peabody Journal of Education》2016,91(2):155-175
In this mixed-methods study, we examine the potential of place-based stewardship education (PBSE) for nurturing rural students’ community attachment and aspirations to contribute to the preservation of the environmental “commons.” Analyzing pre- and post-experience surveys (n = 240) and open-ended responses (n = 275) collected from middle school students in a Northeast Michigan school district, we found significant increases in students’ environmental sensitivity, environmentally responsible behaviors, community attachment, and confidence in their capacities for civic action. Analyses of open-ended responses pointed to the potential of PBSE to nurture students’ identification with their community and to increase their commitment to stewardship of their community's natural resources. This study makes a unique contribution to the literature on rural schools by focusing on the environmental commons and younger generations’ commitments to preserve it as an asset of rural communities. By linking students’ learning with collective action to preserve the environmental commons, PBSE can expand students’ aspirations for the kind of world they want to live in and the roles they might play in it. 相似文献
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This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) community and culture, (2) structure, and (3) responsibility and expectations. The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided. 相似文献
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Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, Ann Rev Clin Psychol, 6, 339–363; Stargell et al., 2017, Prof Sch Couns, 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to self-injurious behaviors within the school setting. The results of a practice-based research project are described, in which school psychologists, school counselors, and school nurses participated in training to increase their self-efficacy, knowledge, and response in regard to NSSI. The training provided information regarding best practice in responding to NSSI in youth (Hasking et al., 2016, Sch Psychol Int, 37(6), 644–663; Kanan et al., 2008, Sch Psychol Forum: Res Prac, 2, 67–79; Walsh & Muehlenkamp, 2013, Sch Psychol Forum: Res Prac, 7, 161–171). This exploratory study indicated that training positively impacted participants' perceived self-efficacy and knowledge with respect to responding to youth who engage in NSSI. Handouts and resources for school-based staff are included. Limitations and future directions are discussed. 相似文献
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Robyn Philip 《Distance Education》2007,28(3):261-279
Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise‐en‐scène, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings. 相似文献
8.
黄芝 《常熟理工学院学报》2004,18(5):85-88
《等待戈多》和《罗森和吉尔死了》分别是荒诞派戏剧和后现代主义戏剧的代表作.从戏剧哲学观、戏剧舞台设置和戏剧语言观三个方面论述了后现代主义戏剧对荒诞派戏剧的继承性和超越性.读者可以从中管窥出社会思潮的变革,即现代主义向后现代主义的转变带给戏剧创作理念的变化. 相似文献
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Douglas C. Smith Michael Furlong Michael Bates John D. Laughlin 《Psychology in the schools》1998,35(1):1-15
Drawing upon research which conceptualizes anger as a multidimensional construct including three associated components—anger experience (affective anger), hostility (anger cognitions), and anger expression (aggression, assertion, and withdrawal)—the preliminary development of a Multidimensional School Anger Inventory (MSAI) for adolescents is described. This scale is a modification and extension of the School Anger Inventory and was developed to assess the affective, cognitive, and expressive aspects of anger using items having school-relevant content. Data were collected through personal interviews of 202 males from three different schools: School 1 included general education students in a parochial school in grades 6 through 12; School 2 included students attending general education or mainstreamed special education classes at a public intermediate school; and School 3 included students participating in a public day treatment program for youths with serious emotional disturbance. Scale development is discussed focusing on item development and scale refinement through item and factor analyses. Four factors were identified that accounted for 43.3% of the common variance. Anger Experience, Cynical Attitudes, and Anger Expression were identified as major clusters with the anger expression items bifurcating into Destructive Expression and Positive Coping components. The resulting 31-item scale has strong psychometric qualities and appears to have promise for use in research, treatment planning, and outcome evaluations. © 1998 John Wiley & Sons, Inc. 相似文献
10.
John Yandell Jane Coles Theo Bryer 《Changing English: An International Journal of English Teaching》2020,27(2):208-228
ABSTRACTEvery year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terrain of contemporary schooling in England. 相似文献
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Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls. 相似文献
12.
Jennifer S. Thom 《Educational Studies A Journal of the American Educational Studies Association》2019,55(5):510-530
Chet Bowers’ contributions to education are numerous and provocatively persistent. Using the title Ecological Revelations: Recovering the Unseen to frame my examination, I explore four concepts central to Bowers’ work: oikos, intelligence, language, and cultural maps. First, I reflect on the ways in which Bowers’ conceptualization of the concepts created ecological meaning and discursive relevance in education over the course of his scholarship, which spanned more than four decades. I highlight how Bowers’ development of the ideas, each on their own and collectively as a coherent whole, not only challenged assumed cultural ways of being for educators, but importantly, provided an alternative theoretical framework to make new sense of how education (re)produces culture. I examine these concepts in relation to Bowers’ critique of STEM (science, technology, engineering, mathematics), the theoretical dilemmas they raise, and the ecological questions that emerge. Finally, I inquire into how the four featured ideas, STEM, and STEM education play out in the context of a community commons. Here, additional concepts such as collaboration, innovation, renewal, and relationality expand Bowers’ theory, which, in turn, not only give rise to ecological alternatives for STEM and STEM education but for the cultural commons as well. 相似文献
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Fang Gao Mark S.K. Shum 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):445-456
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. 相似文献
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School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time. 相似文献
15.
Adam Winsler Henry Tran Suzanne C. Hartman Amy L. Madigan Louis Manfra Charles Bleiker 《Early childhood research quarterly》2008
Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed. 相似文献
16.
Simon Beausaert Dominik E. Froehlich Christelle Devos Philip Riley 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):347-365
Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand–Support–Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment.Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout.Sample: Approximately 26% of Australia’s school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years.Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.Results: It was found that social support predicts decreased stress and in turn burnout in school principals, however differences were found according to the type of social support. The data provide strong evidence for a positive effect of stress on burnout (e.g. the more stress at time 2, the more burnout in principals at time 3) and partial support for indirect negative effects of social support on burnout (e.g. the more support from colleagues at time 2, the less burnout in principals at time 3). However, we also found two instances of positive effects of social support from the broader community on burnout. This suggests that the more support principals receive from the broader community, the more likely they are to show burnout symptoms. This might be explained as the ‘the downside of empathy’, where principals who are strongly supported by their community might also feel more connected to that community. When their community is struggling, they are probably struggling as well.Conclusions: The findings highlight the positive impact the wider school community can play in providing supplementary professional support to the principal. Unbundling or repackaging the job responsibilities with an administrative team that shares the leadership of the school, could be part of the solution. 相似文献
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Reading Aloud, by Wayland Maxfield Parrish. New York: Thomas Nelson &; Sons, 1932; pp. 401. A Theatre Library. By Rosamond Gilder. (A publication of the National Theatre Conference.) New York: Theatre Arts, 1932; pp. xiv, 74; $1. The Stage Is Set. By Lee Simonson. New York: Harcourt, Brace and Co., 1932; pp. 585; $5. Correction of Defective Speech. By E. B. Twitmyer and Y. S. Nathanson. Philadelphia: P. Blakiston's Son &; Co., Inc., 1932; pp. 413. The Year Book of College Oratory, Volume IV. Compiled by Evan A. Anderson. New York: Noble and Noble, 1932; pp. 378; $2. Intercollegiate Debates, Vol. XIII, Edited by Egbert Ray Nichols. New York: Noble and Noble, 1932 ; pp. x, 466 ; $2. Straight and Crooked Thinking. By Robert H. Thouless. New York: Simon and Schuster, 1932; pp. 261. Preparing the Commencement Address. By F. W. Lambertson. Cedar Falls, Iowa: College Print Shop, 1932; pp. 84. Man as Psychology Sees Him. By Edward S. Robinson. New York: The Macmillan Company, 1932; pp. 376; $2.50. A Method of Lighting the Stage. By Stanley R. McCandless. New York: Theatre Arts Inc., 1932; pp. 132; $1.50. 相似文献
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Personality traits of 43 female public school librarians were compared to traits exhibited by 50 female public school teachers. Differences in personality structure were found to exist on four factors of the Sixteen Personality Factor Questionnaire: G and M (p < .05) and I and Q1 (p < .01). Personality of public school librarians and teachers should provide a meaningful variable for study of successful working interaction between the two groups. The implication is that in order to effect a smooth professional relationship between these two groups, school personnel should be aware that a heterogeneity of personality traits does exist. 相似文献
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徐瑞 《Frontiers of Education in China》2009,4(1):94-110
Using the method of purpositive sampling, this research makes an empirical study on the relationship between the schooling
for education and democratic qualities of public high school students in Beijing. The results show that the democratic qualities
of the students in public high school of Beijing are better as a whole, but they are still lack of democratic knowledge and
abilities, etc. The results of correlation analysis, multiple regression analysis and independent-samples T test show that there are four different kinds of relationships between the schooling for education and democratic qualities
of students. Firstly, there is little distinct correlation between school reputation and democratic knowledge, attitude and
abilities of students. Secondly, there is little distinct correlation between prospective achievement and democratic knowledge
and attitude of students, but have a large correlation with the democratic abilities of students (P<.001). Thirdly, there is a large correlation between teaching and democratic knowledge, attitude and abilities of students
(P<.001). Lastly, there is a large correlation between activities participation and democratic knowledge, attitude and abilities
of students (P<.001)
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Translated from Jiaoyu Xuebao 教育学报 (Journal of Educational Studies), 2008, 4(1): 14–18, with updated and additional content 相似文献