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1.
Yola Center James Ward 《International Journal of Disability, Development & Education》1989,36(2):117-131
SCHOOL psychologists serving primary and secondary schools in New South Wales were surveyed to ascertain their attitudes towards the main‐streaming of children with a wide range of disabilities. They were also asked to identify the resources required to meet the needs of these children in regular classrooms and to indicate their perceived role in the process of mainstreaming. Results indicated that school psychologists appeared to have a fairly optimistic perspective with regard to mainstreaming when compared with teachers. Comparisons of factor analyses of attitudes also suggested that school psychologists tended to group disability characteristics more in terms of traditional handicapping categories than with regard to the educational demands made upon teachers. While children with learning and behavioural difficulties represented psychologists’ largest case load, they did not always feel they had the skills to assist this group and were even less confident about other categories of disability. School psychologists also saw their roles with regard to mainstreaming as consultative rather than interventionist and attached little importance to knowledge of classroom techniques to facilitate the mainstreaming of children with disabilities. Implications of these data for the training and practice of school psychology were subsequently discussed. 相似文献
2.
Twelve educational psychologists in training on the M.Sc. course at the University of Strathclyde were provided with e-mail and on-line computer conferencing facilities with the aim of developing critical thinking and transferable information technology skills. A follow-up 6 months after the end of the course revealed that the use of computer-mediated conferencing increased the amount of and improved the structure of exchanges between educational psychologists in training, which helped them to bridge the gap between the course and the commencement of their probationary period. The findings from this case study highlight the importance of computer-mediated conferencing for the training of educational psychologists. The implications for educational psychology services are also discussed. 相似文献
3.
James H. McMillan 《教育心理学家》2013,48(3):345-354
The social psychology of education is examined to determine its status as a unique field of study. Recent research in five areas of specialization, attribution theory, school organization, group dynamics, teacher‐pupil relationships, and affective learning is summarized to indicate substantive advances in the field. The contribution of educational social psychology in interpreting school learning is cited with a corresponding theory of learning. Two themes which are pervasive in the social psychology of education, the importance of attitudinal outcomes and the influence of interactions between each person and school social structures on individual behavior, are summarized with implications for educational psychologists. 相似文献
4.
Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but
there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus
students perceive using social media to support their studies and the perceived benefits and limitations compared with other
means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because
few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging,
which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia
and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one
of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems,
and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy
plays a key role in supporting students in moving from using social media to support coordination and information retrieval
to also using such media for collaborative learning, when appropriate. 相似文献
5.
Janise S. Parker Jose M. Castillo Sujay Sabnis Julie Daye Patricia Hanson 《Journal of educational and psychological consultation》2020,30(2):119-155
ABSTRACTSchool-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed. 相似文献
6.
Initial teacher education: a study of the efficacy of computer mediated courseware delivery in a partnership context 总被引：1，自引：0，他引：1
Roger Hacker & Brian Sova 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(4):333-341
The null hypotheses tested were (1) that the efficacy of computer-mediated delivery of courseware was not significantly different from that of traditional university delivery methods, and (2) that the efficacy of learning in partnership with schools was not significantly different from university-based learning.
Forty three student teachers of science were assigned to four treatment groups, in a true experimental research design. The same courseware, designed to develop lesson planning skills, was delivered to the four groups. The first group (n = 11) were taught at university, receiving a traditional lecture, supplemented with a seminar. The second group (n = 12) were taught in a partnership context, receiving the traditional lecture at university, supplemented with a courseware package completed with the student's supervising teacher in school. For groups three (n = 10) and four (n = 10), the contexts were the same as for groups one and two respectively, but courseware delivery was via the Internet with e-mail tutorial support provided by the university lecturer.
Students' achievement was pre-tested and post-tested. Post-test scores were subjected to a two-way analysis of co-variance, with the delivery strategy (traditional or computer-mediated) and the context (university-based or partnership) as factors and the pre-test scores as co-variate.
Achievement gains were 12% higher when student teachers worked in a partnership context rather than entirely at university. Achievement gains were 15% higher for computer-mediated delivery when compared with traditional delivery methods. When these two factors were combined achievement gains were 36% higher. 相似文献
Forty three student teachers of science were assigned to four treatment groups, in a true experimental research design. The same courseware, designed to develop lesson planning skills, was delivered to the four groups. The first group (n = 11) were taught at university, receiving a traditional lecture, supplemented with a seminar. The second group (n = 12) were taught in a partnership context, receiving the traditional lecture at university, supplemented with a courseware package completed with the student's supervising teacher in school. For groups three (n = 10) and four (n = 10), the contexts were the same as for groups one and two respectively, but courseware delivery was via the Internet with e-mail tutorial support provided by the university lecturer.
Students' achievement was pre-tested and post-tested. Post-test scores were subjected to a two-way analysis of co-variance, with the delivery strategy (traditional or computer-mediated) and the context (university-based or partnership) as factors and the pre-test scores as co-variate.
Achievement gains were 12% higher when student teachers worked in a partnership context rather than entirely at university. Achievement gains were 15% higher for computer-mediated delivery when compared with traditional delivery methods. When these two factors were combined achievement gains were 36% higher. 相似文献
7.
Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 school year. The two‐level data—individual and school—were analyzed by HLM7 (Hierarchical Linear Model). Findings basically support our hypotheses: sense of distributive justice, especially, with regard to teachers'–students' relation positively affected students' sense of belonging and their trust in people and formal institutions; and school (aggregate) sense of procedural justice added to these positive effects. However, these attitudes were also dependent on sectorial affiliation (Jewish secular, Jewish religious, Arab), which explained a considerable portion of between‐school variation in student attitudes. 相似文献
8.
《The Internet and Higher Education》2002,5(4):293-318
Online privacy may critically impact social presence in an online learning environment. This study examined how online privacy affects social presence in online learning environments and whether e-mail, bulletin board, and real-time discussion affect online privacy. Mixed methods were used to examine the relationship between social presence and privacy. The participants rated computer-mediated communication (CMC) with a high degree of social presence, but the quantitative correlation between social presence and privacy failed to reach significance. Participants shared personal information on CMC knowing that it was risky because the medium lacked security despite the perceived high levels of social presence. This contradictional phenomenon can be explained as “risk-taking” behavior. Among three CMC systems, e-mail was ranked as the most private and followed by one-to-one real-time discussion, then many-to-many real-time discussion. Bulletin board was considered to afford the least privacy. 相似文献
9.
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth‐grade teachers completed questionnaires about their perceptions of four components of school climate: high‐risk student behaviors, school‐wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self‐efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self‐efficacy for working with bullies. A graduate degree was also related to greater self‐efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies. 相似文献
10.
《Teaching and Teacher Education》2000,16(1):47-63
This formative study investigated the attitudes, beliefs, and perceptions of university students seeking teacher certification toward students with content-area difficulties as well as towards their own tutoring experience. A qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messages revealed several themes. The researchers identified the following themes through analysis: instructional growth; emotional attachment; why students failed; self-evaluation; using what is learned; and the e-mail experience. These themes indicate that field-based experiences may benefit students as they are provided varied and regular support systems including both electronic and face-to-face. This support would facilitate discussions about the social and emotional development of tutees and help prospective teachers make more conscious connections among their other course work. 相似文献
11.
Trena M. Paulus 《Instructional Science》2009,37(3):227-245
12.
ABSTRACT When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as assessment-through-teaching (ATT). This article describes an ATT intervention with three low achieving Year 4 students within a single primary school in the UK. Learning outcomes were monitored during a six-week half-term and views of both students and teachers on the intervention were investigated. The intervention group improved their performance in reading accuracy compared to the comparison group, whereas both groups performed less well on post-intervention scores of reading comprehension and motivation, although the decline in the performance of the intervention group was less than the comparison group. Both teacher and student views were positive about the intervention. 相似文献
13.
A field experiment was conducted to investigate whether personalized e-mail reminders can improve study consistency and learning outcomes in an introductory-level undergraduate course. By randomly assigning whether nearly 300 students would receive occasional e-mail messages encouraging out-of-class study, we find that these reminders increased exam performance by 0.2 standard deviations. Using detailed information on the timing and duration of study effort, we find two distinct patterns explaining this increase. Reminders increased weekend study time slightly, and weekday studying remained constant although it was shifted approximately 2 to 3 hours earlier for those who received reminders. A follow-up survey corroborates these channels, and suggests a third mechanism: increased cognitive effort during study. These findings highlight the potential for low-cost behavioral interventions to improve student performance. (Keywords: e-mail reminders; personalized nudges; hybrid learning; higher education) 相似文献
14.
Karina J. Wilkie 《Interactive Learning Environments》2013,21(5):519-535
Recent applications of technology to mathematics education have been designed with cognitive and constructivist theoretical perspectives in mind, viewing mathematical learning as the acquisition of knowledge through the construction of meanings and connections between concepts. With the advent of increasingly flexible communication technologies, there is both the need and opportunity to consider how they might be utilised, particularly since emergent socio-cultural theories advocate learning in mathematics as an inherently social activity where understanding is developed and negotiated collaboratively. The need to examine effective technology-facilitated learning arose in the context of a research project, currently underway in a number of secondary schools in the state of Victoria and funded by the Australian Research Council. It is investigating the learning needs of pupils who are absent from school for prolonged or intermittent periods owing to chronic illness yet continue with their school studies. An emerging understanding of the significant difference between computer-mediated contact for mere information exchange and communication for teaching and learning has led to a consideration of socio-cultural perspectives on effective mathematical learning and a focussed investigation of technologies able to facilitate them. Early data have demonstrated the potential of videoconferencing, online whiteboarding and interactive whiteboard application sharing, but which require particular resources, aligned infrastructure and teacher support. This article explores issues surrounding the use of such technologies for collaborative mathematical learning in a context where online interaction is being considered for the learning support of pupils unable to attend school. 相似文献
15.
Tricia Niesz 《International journal of qualitative studies in education》2013,26(4):327-346
Although critical ethnographers have explored in some depth the ways that social critique informs how youth assess their schooling experiences, the implications of social critique by educators themselves have been of much less interest. Yet, numerous professional educational movements have been wrought from social critique or, at the very least, from critique of school practices that fail to contribute to more equitable social outcomes. Featuring one middle‐school classroom contextualized by such movements in the field of education, this article presents an analysis of student appropriations of the messages embedded in a year‐long community service‐learning project. The project engaged students in democratic action framed by the question: Do our voices count? It is argued that while students embraced a newfound political agency through this work, the lack of opportunity to question individualism, the structural dimensions of urban poverty and their own relative privilege in the school ultimately produced social divisions rather than social critique. 相似文献
16.
This study uses the minority stress model to examine the relationship between sexual and gender diverse youth's (SGDY's) emotional and peer problem outcomes with their school setting (i.e., attending school in an urban or nonurban setting) and consent type (i.e., parental/guardian or waived consent). The study also explores how social support can alter these relationships as a protective factor. The instruments used to collect data were self-report and included the Child and Adolescent Social Support Scale and the Strengths and Difficulties Questionnaire. Results indicated that more youth in nonurban settings experienced emotional and peer problems compared to those in urban settings, and youth who opted for waived consent endorsed fewer emotional and peer problems compared to youth who opted for parental/guardian consent. When controlling for social support, the consent procedure and school setting variables lost significance. Implications for school psychologists are reviewed. 相似文献
17.
Tamjid Mujtaba Martin Lawrence Mary Oliver Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. 相似文献
18.
Michael L. Sulkowski 《Psychology in the schools》2016,53(7):760-771
Affecting more than 1 million youth, student homelessness is growing at an unprecedented rate in the United States. This is alarming because homeless students face significant barriers to their academic success and positive life outcomes. Unfortunately, despite the significant risks and challenges they face, homeless students often are overlooked and not provided with important educational and social‐emotional supports. In addition, information on student homelessness is relatively limited in the school psychology literature and practice guidelines, which can forestall efforts to help these students. To date, only a few empirical articles have been published on student homelessness in school psychology journals and in practitioner‐related literature. To help address this paucity, this article discusses barriers to the academic success of homeless students, as well as ways to reduce these barriers. Additionally, important protective factors, resilience, and ways to overcome homelessness‐related stigma are reviewed. Lastly, ways that school psychologists can become key stakeholders in efforts to help support the academic and life success of homeless students are discussed. The overall goal for this article is to encourage school psychologists to redouble their efforts to support a highly at‐risk yet often neglected student population. 相似文献
19.
Rebecca S. Martínez 《Psychology in the schools》2006,43(2):197-209
This cross‐sectional study examined the perceptions of social support reported by middle‐school students with multiple learning disabilities (LD) (reading + math) in inclusive settings. Comparison groups included youths with a learning disability in reading only (RD), mathematics only (MD), and no LD (i.e., normally achieving) (NA). One hundred twenty middle‐school students, 15 boys and 15 girls in each group, were included in the current study. Participants were surveyed using an established measure of perceived social support. Effect size differences and MANOVA were used in the data analyses. Learning disability type explained 21% ( p < .001) of the variance in perceptions of parent, classmate, and friend support. Students with multiple LD (RD + MD) reported the lowest perceived social support on these dependent variables. Follow‐up analyses revealed that eighth‐grade boys reported the lowest perceived parent support and that boys in general reported lower perceived friend support than girls. Sixth‐grade students with multiple LD reported the lowest perceived friend support, and sixth‐grade males reported the lowest perceived teacher support. Implications for practicing school psychologists and recommendations for future research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 197–209, 2006. 相似文献
20.
Dimitra Hartas 《Educational Psychology in Practice》2011,27(2):103-115
In this study, young people, described by teachers as being disaffected, were encouraged to become involved in a public forum to discuss issues regarding participation, learning and training at their school as well as their aspirations about the future. The young people discussed their learning and social experiences, and reflected on existing models of participation and student voices as they operated in their school. Through focus group discussions and interviews, the young people expressed concerns about participation in school matters and critiqued the curriculum as irrelevant to their aspirations and employment needs. The young people favoured a form of participation that involves and sustains informal ways of having a voice and creates possibilities for being genuinely listened to. The findings suggested that to enable young people’s participation in learning and other aspects of school life, the curriculum, learning and pastoral support and the school‐to‐training transition require re‐thinking. Finally, the results reinforced the view that inclusion and participation are not unproblematic, requiring a nuanced approach. 相似文献