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1.
为评估英国医学院校职业病学教学的变迁 ,作者采用问卷调查的方法 ,对全英 2 4所医学院进行了调研 ,结果表明 ,少数学校提供讲课、研究或以病房为基础的讲授 ,没有任何学校进行现场访问 ,只有 2所进行考试的学校有教学大纲 相似文献
2.
MALCOLM HILL CATHERINE GRAHAM CATRIONA CAULFIELD NICOLA ROSS & ANITA SHELTON 《European Journal of Education》2007,42(2):267-279
In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools. With a few exceptions, the children felt that their schools respected their religious practices and other customs. Most children of minority backgrounds had mixed friendship groups and the range of achievements, experiences and attitudes in relation to school were largely unrelated to ethnic background. Hardly any young people saw teachers as overtly racist, though small numbers believed teachers discriminated in favour of other groups. Peer racism was endemic and reported to be more frequent in secondary school than primary school. Teacher responses were often seen as inadequate. 相似文献
3.
《Journal of educational and psychological consultation》2013,23(4):313-344
This article reports results from a survey conducted in a probability sample of U.S. public, private, and Catholic schools to obtain information about the nature and extent of activity to prevent problem behavior. Principals of 848 schools (66%) completed an initial questionnaire to identify prevention activities and arrangements; principals of 635 schools (50%) completed a second questionnaire to describe discipline practices. Results imply that schools engage in a large number of activities ranging from security and surveillance, through school climate change, to counseling and curricular or instructional programs. Most schools have strict rules about dangerous behaviors. Suspension is used extensively to respond to student misconduct, yet many schools fail to use the full range of available responses to desirable and undesirable behavior, and the consistency of responses is not always high. There is room for improvement in the area of school discipline management, but making rules stricter or increasing the use of suspension and expulsion appear unnecessary. Many of the activities in which schools are engaged to promote safety and prevent problem behavior have not been the subject of evaluation, so research provides little information about the effectiveness of what schools now do. The large quantity of prevention practices undertaken in the typical school raises the question of whether so many different activities can be carried out in a high quality fashion. 相似文献
4.
The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools. 相似文献
5.
Mary Baginsky 《Pastoral Care in Education》2004,22(1):3-9
This article describes an evaluation of fourteen peer-support schemes in seven primary schools and seven secondary schools where NSPCC advisers worked closely with the schools. Each school received a questionnaire at the start of their involvement and, after about 12 months, the researcher visited each of the schools to conduct in-depth interviews with the person who had completed the original questionnaire. The evaluation explored why the schools had undertaken this work and what the potential benefits to the schools and the students were. The details of the schemes and the findings specific to primary and secondary sectors are also discussed. In particular, training, unrealistic expectations about behaviour and the uses of staff times are debated. The author concludes that peer-support schemes can be mistakenly seen as a panacea. 相似文献
6.
Gillian Forrester 《Gender and education》2005,17(3):271-287
This article discusses the current nature of primary teachers' work, which is explored in terms of ‘performing’ and ‘caring’ activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a ‘performance culture’ in primary schools which emphasises targets, testing and tables and is overly concerned with the monitoring and measurement of teachers' work. The article examines teachers' experiences of working in a more competitive and performance‐driven environment particularly given that primary teaching is historically perceived as ‘women's work’ and linked with caring and mothering. The introduction of performance related pay and performance management in schools in England by the New Labour Government has made ‘performing’ activities more transparent while undermining, overshadowing and rendering invisible ‘caring’ activities in primary schools. The findings suggest that there appears to be a changing role for women teachers as the primary school culture shifts significantly from its association with the feminine qualities of nurturing towards a more masculine culture of management and performance. 相似文献
7.
Vossen T. E. Henze I. Rippe R. C. A. Van Driel J. H. De Vries M. J. 《Research in Science Education》2019,51(2):891-911
Research and design activities are important focus points in international policies for secondary Science, Technology, Engineering and Mathematics (STEM) education. It is up to school teachers to implement and supervise these activities in the STEM classroom. However, not much is known about the attitudes teachers hold towards supervising research projects or design projects. In this study, a questionnaire to measure teacher attitudes towards supervising research activities and design activities in secondary school was completed by 130 Dutch teachers who taught the relatively new Dutch STEM subjects O&O (research and design) and NLT (nature, life, and technology). These integrated STEM subjects are project and context based and are taught in a limited number of schools. Important differences between these integrated STEM subjects are their student and teacher populations: NLT is taught in grades 10–12 by teachers with a qualification in a science subject, while O&O is taught in grades 7–12 and can be given by any teacher in secondary school. The results showed that on average, both O&O and NLT teachers had high self-efficacy scores on supervising research and design projects even when they had received no special education in doing so. Furthermore, the teachers in general viewed supervising research projects as a more relevant activity than supervising design. Since research and design activities are becoming more important in (inter)national curriculum standards, STEM teacher education and subsequent professional development should not only familiarize teachers with supervising research projects, but with design projects as well.
相似文献8.
Business schools globally operate in a market-driven environment and rankings are very much part of that environment. Rankings
have a significant impact on a school’s ability to attract the top scholars, the most able students and research funding.
Schools use rankings to support claims of excellence and ‘world class’ status. The purpose of this study is to explore whether
an analysis of the historical development of business schools and business/management education in the UK, supported by reference
to institutional theory, can help explain trends in rankings and the positions of different types of school. The analysis
is based on a selection of undergraduate, MBA and research rankings published between 1984 and 2010. The findings of the study
fit with the expectations of institutional theory: particularly regulations and normative path dependencies determined the
rankings of different categories of university, e.g., ancient, plateglass, technology and post-1992. 相似文献
9.
Roy McConkey 《Support for Learning》2020,35(2):132-143
An annual school census is held in the four countries of the UK in which pupils with ASD are identified. This longitudinal study of the total UK school population compares increases in prevalence rates for pupils with ASD over a nine-year period from 2010/11. Northern Ireland had the highest prevalence throughout, reaching 3.20% by 2018/19 compared to 1.92% in Wales. The prevalence rates were higher in secondary than in primary schools. The increases in prevalence and intra-country variations may be linked to a greater appreciation of ASD occurring alongside other developmental difficulties. Greater reliance on school rather than statutory assessments may also contribute to increases in pupils with ASD. More in-depth research is needed to establish the reason for the variations across years and countries. 相似文献
10.
In this article, originally submitted to B J S E' s Research Section, Chris Abbott of King's College, London, and Helen Lucey of the Open University report on the outcomes of a survey of special schools in England. The aim of the research, funded by the Nuffield Foundation, was to understand the nature and extent of symbol use for communication and literacy. A questionnaire was used to collect data on topics including: the types of symbols in use; the methodologies operated; ownership of symbol choice; and agreed policies within and outside school. The researchers had an excellent response in this important survey, undertake n after a period of rapid growth in symbol use in special schools and elsewhere. Chris Abbott and Helen Lucey provide a discussion of the results of their survey and of the issues that arise from the findings and the many comments added by respondents. They close their article with a call for further detailed research, both in the UK and in co-operation with practitioners in other countries, into the ways in which symbol use can meet the needs of learners. 相似文献
11.
The change toward competence-based education has implications for teachers as well as school management. This study investigates
which professional development activities teachers undertake related to this change and how these activities differ among
schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national
system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies
were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development
activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies.
It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation
by teachers in professional development activities. Implications for further research and school practice are discussed. 相似文献
12.
应用锻炼诱导情绪问卷、POMS问卷和SCL-90问卷调查进行研究,探索运动类型、城乡、性别、独生子女因素对警院学员课后体育活动后心理情绪影响的相关因素．研究中利用一定的生理监控手段检测各类体育锻炼活动运动强度,分析警院课后体育锻炼对警院学员心理健康情绪影响机制,以期为警院学员课后自我体育活动提供科学化服务和建设性参考,为警院学员心理健康教育提供相关基础性研究． 相似文献
13.
Susan Capel Paula Zwozdiak-Myers Julia Lawrence 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):283-300
The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools. 相似文献
14.
Conor McGuckin Christopher Alan Lewis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):9-23
Background:?Unlike the rest of the UK, Northern Ireland has only recently (2003) implemented legislation regarding the requirement for anti-bullying policies in the province's school system. Purpose:?The purpose of the study was to ascertain the nature of the management of bully/victim problems across Northern Ireland schools prior to the enactment of legislation. Sample:?From an exhaustive sampling frame of all 1329 schools in Northern Ireland (96 nursery, 910 primary, 167 secondary, 73 grammar, 54 special, 29 further education), a total of 285 schools replied to a questionnaire (20 nursery, 181 primary, 41 secondary, 26 grammar, 13 special, 3 further education, 1 non-specified), a return rate of 23.11%. Design and methods:?A review of the literature and consultation with educational experts in Northern Ireland resulted in the development of an ‘Audit’ questionnaire designed to examine dissemination and implementation (or not) of Department of Education, or bespoke, discipline and anti-bullying policies; components of anti-bullying programmes; the communication of anti-bullying policies to the school community; staff training; reporting and management of claims of staff victimisation; sanctions against bullies; and homophobic bullying. Results:?It was found that, in a legislative vacuum, the schools in Northern Ireland had been acting in a proactive manner regarding the management of such bully/victim problems (e.g., development and implementation of policies, effective communication strategies). Conclusions:?These results provide a baseline from which the efficacy of subsequent legislation in Northern Ireland can be evaluated. Utilisation of the methodology adopted in this study would be beneficial in other jurisdictions in evaluations of knowledge, attitudes and management of bully/victim problems, either pre- or post-implementation of legislation. 相似文献
15.
This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community “development hubs”; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services, outside of school hours. It reviews the literature on school feeding programmes. Data from field research on schools in Ghana and South Africa is used to identify the key design issues for schools delivering feeding programmes. It considers how national education policies can affect school planning and building priorities. The article concludes by calling for the evolution of a new school design model, in which the school site becomes a “development hub”, supporting children” education, associated support activities including school feeding, and importantly also, integrated community development outreach activities. 相似文献
16.
Objectives
The Convention on the Rights of the Child (CRC) was ratified by Saudi Arabia 15 years ago; yet addressing the issue of child maltreatment only began in more recent years. School professionals play a significant role in children's lives, as they spend a great deal of time with them and are hence essential to protecting and identifying those in danger or at risk. The objective of this study is to identify school professional's awareness of child maltreatment and the existing national policies and procedures to examine the extent of efforts made in Saudi Arabia and to activate the roles of schools and school professionals in protecting children from violence and implementation of Article 19 of the CRC.Methods
This was a cross-sectional study, where school professionals from randomly selected schools throughout the country were invited to participate in a self-administered questionnaire.Results
A total of 3,777 school professionals participated in the study. Fifty-five percent of professionals had at least 10 years of work experience. A low-level of awareness of child maltreatment was found in about 1/3 of school professionals. Only 1.9% of school professionals had ever attended any sort of specific training on child maltreatment, though 69.3% of those who had not, were willing to attend future training. With regards to awareness of CRC Article 19 or policies and procedures addressing child maltreatment, only 22% reported being aware of it.Conclusion
The majority of school professionals in Saudi Arabia have a low-intermediate level of awareness of child maltreatment, ratification of CRC, and related national policies and procedures, yet most are willing to attend training programs on this subject matter. Efforts need to be made in the country to fill this gap. 相似文献17.
Lexi Earl 《British Journal of Sociology of Education》2020,41(4):476-489
AbstractPolicy makers in the UK are trying to improve school meals, by focusing on eating well. This article explores the way policies are framed by academic performance and health as a reason for providing school lunches. Using Nussbaum’s capability approach we argue that the purpose of schooling should be to provide young people with the ability to lead a life of choice. We argue that school meals are an important social good, which allow young people to develop critical skills around food which they can then use throughout their lives. We draw on evidence from two ethnographic research projects on food in schools, conducted in England. We question whether the collocation between healthy eating and learning should be the focus of school food reform and contemplate the role of society and government to provide children with healthy meals, irrespective of learning outcomes. School meals are more than good exam results. 相似文献
18.
Sara Anderson 《Psychology in the schools》2017,54(5):487-503
This study sought to understand the extent to which elementary or middle school mobility was associated with adverse middle school academic achievement and mental health and whether youth or contextual characteristics moderated associations. I contrasted elementary and middle school mobility to consider whether a recent school move or elementary school move mattered for current adjustment and achievement. Using a diverse sample of youth from a mid‐sized urban school district (N = 1,651), results from propensity score weighted regression models indicated that middle school but not elementary school mobility was associated with deficits in achievement and mental health. Results differed notably for girls and boys. Girls who changed schools demonstrated more depressive symptoms and had lower achievement than similar girls who did not. Moderated effects were also evident by receipt of free or reduced price lunch. Results are discussed in terms of future research and school policies to support mobile youth. 相似文献
19.
本研究采用巴雷特(Jim Barrett)的职业调查测验量表,对青海民族地区的618名高中生进行了职业兴趣问卷测查。结果显示:(1)民族地区高中生的职业兴趣特征倾向依次是:实验型→文字型→组织型→艺术型→商业型→社会型→自然型;(2)民族高中和普通高中同一年级的学生、同一学校不同性别的学生、同一民族而不同学校的藏族学生,均在职业兴趣类型上具有显著性差异,但差异性程度不同。文章还分析了民族地区高中生的职业兴趣类型差异及其成因。 相似文献
20.
A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what extent is the ICT teacher training linked to policies of schools? In-depth interviews were organised with respondents of primary, secondary, and adult education schools. The results indicate that ICT school policies are not well developed and reveal a partial match between policies, needs, and the actual in-service training. Innovative applications of ICT are not promoted. The supply-driven approach, the school-based nature, and follow-up activities are questioned. 相似文献