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1.
Rebekah L. Chapman Lisa Buckley Mary Sheehan Ian Shochet 《Educational Psychology Review》2013,25(1):95-114
School connectedness has a significant impact on adolescent outcomes, including reducing risk-taking behavior. This paper critically examines the literature on school-based programs targeting increased connectedness for reductions in risk taking. Fourteen articles describing seven different school-based programs were reviewed. Programs drew on a range of theories to increase school connectedness, and evaluations conducted for the majority of programs demonstrated positive changes in school connectedness, risk behavior, or a combination of the two. Many of the reviewed programs involved widespread school system change, however, which is frequently a complex and time-consuming task. Future research is needed to examine the extent of intervention complexity required to result in change. This review also showed a lack of consistency in the definitions and measurement of connectedness as well as few mediation analyses testing assumptions of impact on risk-taking behavior through increases in school connectedness. Additionally, this review revealed very limited evaluation of the elements of multicomponent programs that are most effective in increasing school connectedness and reducing adolescent risk taking. 相似文献
2.
Margaret M. Clifford 《教育心理学家》2013,48(3-4):263-297
Selected findings on risk taking derived from theories of economics and psychology and thought to be relevant to education are presented. The theoretical benefits associated with moderate (.50 probability of success) levels of risk taking, as well as the potential problems associated with the use of risk-taking activities as means of enhancing student learning and motivation, are discussed. A program of research designed to identify the determinants and effects of academic risk taking (i.e., selection of school-relevant tasks varying in difficulty) among children and adults is reviewed. Although students admitted having low tolerance for error making and failure, initial results indicate that (a) they could be encouraged to take moderate academic risks, (b) they were interested in academic risk-taking tasks, and (c) risk-taking tasks facilitated learning and appeared to elicit increased effort expenditure. Suggestions for further theory- and field-based research in academic risk: taking are offered, including the study of relations between academic risk-taking variables and motivation, information-processing, cognitive development, measurement, and curriculum development variables. 相似文献
3.
廖友国 《河南职业技术师范学院学报(职业教育版)》2009,(5):65-69
关于教师组织心理的研究受到了越来越多学者的关注。文章简要分析了教师组织心理研究的应然性,并对教师的组织承诺、组织公民行为、心理契约、集体效能及学校组织气氛等当前国内教师组织心理研究的主要领域所取得的成果进行了概述,最后,指出当前研究中存在的不足及对今后研究的展望。 相似文献
4.
Monica Higgins Ann Ishimaru Rebecca Holcombe Amy Fowler 《Journal of Educational Change》2012,13(1):67-94
This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL)
in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational
behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and
extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from
941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which
is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces
learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational
learning and school change are discussed. 相似文献
5.
Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school 总被引：1，自引：0，他引：1
This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample
of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational
cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural
characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings
provide important information for understanding a school culture in the Chinese context. It enriches the theory related to
school culture and the research findings that have been identified in the Western settings. 相似文献
6.
Kathleen Topolka‐Jorissen 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):325-328
This work presents a conceptual framework rooted in social capital theory which can be utilized to guide future research of new teacher induction, as well as inform school and district leaders about important elements of a school’s social context which may mediate the effects of new teacher induction. Specifically, this work elaborates on the elements of a school’s social context which impact teacher socialization, including: (a) levels of relational trust and collective responsibility, (b) characteristics of novices and their colleagues, (c) alignment amongst novices and colleagues, and (d) the frequency and content of their interactions. Recommendations for future research (e.g. social network analysis) and improved practice are provided given the elements of the conceptual framework. 相似文献
7.
Walter R. Borg 《Journal of Experimental Education》2013,81(3):65-70
Students in one school system in grades 5 through 11( 522 boys, 548 girls) responded to an objective examination which incorporated a measure of risk taking. The study was replicated in a second school system (600 boys, 691 girls). In each case the proportion of risk-taking variance associated with variation in grade level was approximately . 10 (significant at the . 05 level), with higher risk in grades 5, 6, and 7 than in grades 8, 9, 10, and 11. Boys took greater risks than girls in both school systems, but the proportion of risk-taking variance explained by sex was low ( approximately . 01) and significant (at the . 05 level) in only one school system. There was no interaction between grade level and sex. 相似文献
8.
OBJECTIVE: The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse. METHOD: A factorial survey design was employed in which a probability sample of teachers (N = 480) responded to vignettes in which case characteristics were systematically manipulated. RESULTS: Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher's responses. CONCLUSIONS: Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of "overreporting." There is evidence for "underreporting," particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize. 相似文献
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10.
徐敬标 《中国现代教育装备》2012,(19):25-27
实验与实训教学是高师培养师范生实践能力的重要途径,而实验与实训室是实验与实训教学的载体和组织形式,对其进行科学建设和管理意义重大。在分析教师教育实验与实训室建设现状和存在问题的基础上,结合南京晓庄学院"教师教育实验与实训教学示范中心"的建设,对如何更好地构建教师教育实验与实训中心进行了探讨。 相似文献
11.
Professional community and the problem of high school reform 总被引：1，自引：0，他引：1
A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform. 相似文献
12.
Mary E. Little 《The Educational forum》2013,77(3):276-282
This paper reports on an ethnographic study of 25 teacher leaders in five schools within a large midwestern city school district. Data was collected through unstructured interviews and observations of teachers. Three central themes appeared repeatedly, and explain the presence of and support for teachers as leaders, including: (1) specific school structures and organizational patterns; (2) particular processes and identities; and (3) a deliberate use of outside resources with consistent, strong community relationships. Conclusions assert the possibility of teacher leadership as a model and theory of leadership for school renewal. 相似文献
13.
Being a teacher requires the ability to work with difficult behaviors—not just of students and parents but also of colleagues. Preservice teachers need the opportunity to develop and practice collaboration and communication skills in school settings. This essay draws on research from organizational psychology to offer a framework for understanding challenges to workplace collaboration in school settings and strategies for developing these skills in preservice teachers. 相似文献
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15.
包遵锋 《上海师范大学学报(哲学社会科学版)》2010,(6):43-47
有关调查显示,班主任在师生沟通技巧、沟通氛围的创设方面均存有不足,从而影响实际的沟通效果。研究者针对学校实际问题,尝试进行了旨在提高班主任师生沟通能力的校本培养,如开设系列化的心理辅导讲座、加强对班主任的心理督导、组织心理沙龙、开展结对带教等活动。 相似文献
16.
Current education reforms have increasingly advocated schools to create facilitative organizational conditions to promote teacher learning. However, limited research has examined the effects of different aspects of school organizational conditions on teacher professional learning in China. Using a sample of 339 primary and secondary school teachers in Shanghai, this study examined the effects of three aspects of school organizational conditions (i.e., learning-centered leadership, learning opportunities, and cultural barriers) on teacher professional learning in China, with a particular focus on the mediating role of teacher self-efficacy as an important psychological condition. The results showed that two aspects of school organizational conditions (i.e., learning-centered leadership and learning opportunities) had significant and positive effects on teacher learning. Teacher self-efficacy significantly mediated the effects of both learning-centered leadership and cultural barriers on teacher professional learning. Practical implications are also discussed. 相似文献
17.
Teachers’ capacity for organizational learning: the effects of school culture and context 总被引：1，自引：0，他引：1
This paper investigates how key elements of school culture are associated with teachers’ capacity to find and act on new information. We analyzed survey data from 3,579 teachers located in 117 schools which were a randomly selected sample from 9 states in the US. We found that school cultural components such as academic press, student support, and trust and respect among teachers promote teachers’ capacity for organizational learning. We also found that the role of teacher professional culture in molding the capacity for organizational learning is critical. In terms of school contexts, we identified that school level (elementary, middle, and high school) was associated with teachers’ capacity for organizational learning in 2 different ways. First, as the school level increases, the capacity for organizational learning tends to decrease. Second, as school level increases, the positive relation between reflective dialogue and teachers’ capacity for organizational learning is weakened. Implications of these results are discussed. 相似文献
18.
Risk taking may be regarded as a normative behavior in adolescence. Risk-taking behaviors may include alcohol, smoking, drug use, delinquency, and acts of aggression. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities. The purpose of this study was to compare the risk-taking behavior of adolescents with learning disabilities ( N = 307) and without learning disabilities ( N = 307) over time. Specifically, this study investigated changes over time in adolescents' substance use, engagement in major and minor delinquency, acts of aggression, and gambling activities. Results indicated that, compared to their non–learning disabled peers, adolescents with learning disabilities engaged more frequently in some risk-taking behaviors including smoking, marijuana use, acts of delinquency, acts of aggression, and gambling. The results also indicate that for some risk-taking behaviors adolescents with and without learning disabilities differ in their trajectory of engagement. Implications of this study point to the importance of supporting adolescents with learning disabilities when they are faced with difficult decisions around risk taking. 相似文献
19.
Gary N. Marks 《School Effectiveness & School Improvement》2013,24(3):267-287
The purpose of this paper is to identify school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study. It finds that aspects of schooling, such as positive attitudes to school and disciplinary climate, affect student performance at the student level but not generally at the school level. The socioeconomic context of schools has no effect on student performance when taking into account schools' academic context. Apart from academic context, teacher shortage, academic press, and teacher efficacy were the only school factors that had positive significant effects on student performance. The policy implications are that school-based policies are unlikely to improve performance or promote equity, but, instead, policies should focus more on students falling behind, who are found across the school system, not limited to a small proportion of schools with particular characteristics. 相似文献