This paper reports the effects on Secondary school classroom on‐task behaviour of a number of ‘light’ behavioural interventions. Six whole class studies are reported. Increase in pupil on‐task behaviour resulted in three cases‐‐though in one situation a return to baseline phase was not attempted. In two further cases inconclusive outcomes resulted and the reasons for this are discussed. In one case initial levels of on‐task behaviour were so high that little room for improvement was possible.
The lack of demonstration of the effect of the interventions on any individual pupil's behaviour is recognised, although positive outcome data for one pupil are reported.
The conclusion is drawn that ‘light’ behavioural strategies can effect change in the behaviour of secondary aged pupils in a positive direction. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
A multiple baseline across subjects design was employed which brought about a reduction in these two behaviours for three girls and three boys. The behaviour of a fourth boy, however, did not improve beyond the first half of the intervention period. This outcome is discussed in terms of a general deterioration in behaviour and competing contingencies in the classroom. There was some evidence of the generalisation of effects across settings and an increase in the amount of homework submitted.
These results build upon existing research which shows that correspondence training is a useful strategy for dealing with some common classroom behaviour problems. This paper reports an extension of the application of the correspondence training procedures to secondary school pupils of both sexes and covers a broad range of academic ability. 相似文献
Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.
Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).
Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools. 相似文献
Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.
A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed. 相似文献
Six independent living tasks were trained (two sandwich making, two vacuuming and two collating): three being used for initial training and three as related or ‘near generalisation’ tasks.
The four instructional packages were investigated in order to ascertain their relative efficiency in terms of (trainer) effort required to train to criterion on the six tasks and the achievement of generalisation and maintenance outcomes.
It was found that VSIT was an efficient alternative to MODIM for enhancing acquisition on five out of the six trained tasks (the exception being initial acquisition of the sandwich making task). Moreover, as indicated by reduction in training effort required for the generalisation tasks, the VSIT groups achieved greater savings on the sandwich making and vacuuming tasks. VSIT was also found to generate significantly better short and long‐term maintenance of skills on all three initial training tasks.
A differential task effect was noted with the feedback conditions (VSIT with feedback, and MODIM with feedback), whereby the performances of VSIT subjects on both the training and generalisation sandwich making tasks, and performances of MODIM subjects on the sandwich making generalisation task, were benefited by the addition of this condition; although feedback was found to exert no consistent influence on performances of subjects in either VSIT or MODIM groups on the vacuuming and collating tasks.
The data are discussed with reference to other studies in this area, it being concluded that VSIT is a promising method of instruction for MR populations. 相似文献
This paper recounts some of the principal findings of research in which the teaching staff of a large 9‐13 middle school were interviewed individually regarding their perceptions of their South Asian pupils. The school has an almost wholly South Asian intake and is situated near the centre of a large northern city.
The teachers’ markedly deficit view of their charges is detailed and this is followed by an explanation of their constructions in microsociological terms. A model is presented which clarifies the processes by which close intercultural interaction seem to accomplish worlds as divergent.
The author teaches children with special educational needs at the school in which the study was undertaken. 相似文献
Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level.
Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils’ grades from the Irish Leaving Certificate examination. The sample was distributed across four schools.
Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country’s primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects.
Results: The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects.
Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils. 相似文献
After numerous debates and discussions over the last century Norway decided in 1992 to extend the half year GCE‐course at the universities to a one year study. Due to this decision it was for the first time written National Guidelines for these kinds of studies.
This paper seeks to show how this change is carried out at one of the four universities in Norway—the Norwegian University of Science and Technology in Trondheim. The author presents this reform under the heading practical experience in Teacher Education. This is done because the National Guidelines for Norway underline that all theory in the GCE‐studies must be school‐based. Practical classroom experience is, in other words, supposed to be the starting point for all theory being taught as a part of the GCE‐program.
This paper also tries to view the Norwegian change in the GCE‐course from international trends within teacher education. 相似文献
Union gives strength
Aesop
(ca. 620-564 BC) 相似文献
While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.
Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.
In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.
My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment. 相似文献
This study examines the range of viewpoints held by 53 Year 12 pupils in a former coalfield area, all of whom were eligible to apply for university. Each completed a Q‐sort on 60 statements concerning “going to university”. By‐person factor analysis yielded five viewpoints termed “positive”, “put off”, “perplexed”, “pragmatic” and “other plans”. Detailed analysis of these viewpoints provides new insights and practical implications for raising educational aspirations in disadvantaged areas. 相似文献
Human activity takes place principally in a social context. For this reason it is important to pay attention to two‐subject relationships. Their features are above all purposefulness, bi‐directionality and co‐ordination. Two‐subject activity may be of two sorts—negative co‐operation (conflict) or positive co‐operation, co‐ordination of a line of action including dialogue and collaboration.
Educational activity, particularly when directed at younger children, is characterized by different planes of functioning. The adult acts in a longer‐term perspective and formulates his aims in terms of general concepts but a small child acts in a short term perspective and formulates aims in concrete terms.
A system of priorities is put forward here, a two‐task model for the educational situation which makes subjective activity possible both for the child and for the adult. In the last part of the article an experiment is described which illustrates how such a two‐task situation works with a system of priorities and the results that were obtained.
A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of feedback. The results showed that the introduction of performance feedback had the immediate (and cumulative) effect of increasing the behaviours targeted in the workshop to high rates that were maintained even when feedback was withdrawn. There were, however, no differences in the comparative efficacy of outcome, process or outcome/process combination effects.
The study builds upon existing research which has shown performance feedback to be an essential component of effective professional development and staff training packages that target workplace behaviour change. It also adds to the limited research that has examined the efficacy of different types of performance feedback and suggests other variables, such as who presents the feedback, may be important. 相似文献
Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses.
Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old).
Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables.
Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence.
Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject’s importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work. 相似文献
In‐service education is very important. Many courses are provided, although Secondary teachers do not have statutory rights to INSET release.
Recent examination of training for this sector has revealed a number of weaknesses, among them a tendency to compartmentalisation and the fact that university trainers themselves lack pedagogic background. The de Peretti Report is referred to.
The article concludes with a close examination of aspects of the theory‐practice issue, based on the writer's extensive experience. 相似文献
There appeared to be no influence of tutees’ initial reading age on either tutee or tutor behaviour during PR sessions. No aspect of either tutee or tutor behaviour during PR was associated with size of reading gain.
Mechanisms underlying the apparent effectiveness of PR (and a number of other tutoring techniques for oral reading) are discussed in the context of the apparent absence of any relationship between tutor adherence to PR and tutee reading gains. 相似文献
Power relations within the hierarchy are analysed as effects of intercultural articulations between boys’ friendship and ethnic groups and the institutional power of the school mediated through the cultures of teachers and other staff. Dominant views of appropriate male behaviour trade on essentialist, sexualising interpretations of unorthodox male practices, attributing them to homosexuality. More moderate views, represented by ‘the handballers’, offer family misfortunes as explanations for the ‘problems’ of the three. Teachers’ responses vary from support for the dominant view, through sponsorship of psychological therapy to positive intervention on behalf of the three.
The development of a positive and relatively autonomous culture, based on theatrical prowess, illustrates the politics of cultural struggle and suggests strategies for educational intervention in the processes of youth intercultural articulation. 相似文献
First it was noted that three‐quarters of the teachers had in the past had some in‐service training. It consisted of self‐training, done especially by reading and fairly short courses, bearing essentially on knowledge of the main subject and on the methods and techniques of teaching.
More than two‐thirds of the sample knew about academic plans of training, though in most Académies it was the first year of their existence. Half of them enrolled for at least one of the proposed courses and 60% of these candidates were accepted.
After multidimensional analysis of the expectations of contents, five concepts of training can be identified:
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a traditional concept of didactic training, centred on the contents and methods of teaching, is widely shared by all the teachers;
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a concept based on the ‘modern’ contribution of didactics, the pupil‐teacher relation and collaboration inside the institution;
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a concept centred on pupils’ knowledge, external collaboration and innovation, (like the preceding one, this concept is shared above all by women, the young, vocational and general subjects teachers in the LEP);
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a concept centred on interests not directly linked to classroom activities but related to teaching. It is especially held by vocational teachers in the LEP.
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a concept centred on personal interests not directly linked to the teaching profession, especially held by men, the young, LEP teachers, auxiliary teachers and LEP teachers in technological teaching.
Teachers in the classical and modern upper secondary level and even more so the agrégé teachers are the ones who share the least in these concepts, except for the first one. 相似文献