Pedagogic practices in the family socializing context and children's school achievement     

Isabel P. Neves  Ana M. Morais 《British Journal of Sociology of Education》2005,26(1):121-137

This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific realizations in both the instructional and regulative contexts. It provided indicators of the family discursive context and the form in which knowledges and values are transmitted. The model developed allowed a deep and delicate analysis of the family socializing context. The study showed that families differ in their coding orientation and pedagogic practices, and suggested that there are factors other than social groups to determine family's pedagogic practice. It also suggested that specific familial practices may explain children's differential achievement at school.  相似文献   

The relationship between teachers’ emotional intelligence and classroom discipline management     

Sabina Valente  Ana Paula Monteiro  Abílio Afonso Loureno 《Psychology in the schools》2019,56(5):741-750

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.  相似文献   

>Influence of the Social Context of the School on the Teacher's Pedagogic Practice     

Ana M. Domingos 《British Journal of Sociology of Education》1989,10(3):351-366

The paper is part of a broader study which investigates the relation between differential patterns of achievement in the sciences at the secondary school level and social class, and in which a relation was found between the high level of conceptual demand of modern science courses and the underachievement of the working‐class pupils. This relation is mediated by a number of sociological factors, the teacher being one of them. This study describes the assessment we made of teachers’ pedagogic practice and its influence on pupils’ achievement. The evidence obtained shows that teachers differ greatly in the level of conceptual demand they make of their pupils and in their ability to enable pupils to attain that level. Both of these competencies of the teacher are strongly related to the social context of the school where he/she teaches.  相似文献   

Educating students with FASD: linking policy,research and practice          下载免费PDF全文

Julie A. Millar  Janet Thompson  Dorothy Schwab  Ana Hanlon‐Dearman  Deborah Goodman  Gal Koren  Paul Masotti 《Journal of Research in Special Educational Needs》2017,17(1):3-17

Fetal alcohol spectrum disorder (FASD ) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school‐aged children is 2.3–6.3%. In this paper, we address the questions: (1) what is FASD ; (2) what is the prevalence of FASD in schools; (3) what is the impact of FASD ; and (4) why develop special FASD education strategies and programmes? We summarise the 18‐year history of W innipeg S chool D ivision's development of its FASD P rogramme of services, describe the specialised FASD classrooms and then present the results from a consensus‐generating workshop comprised of 36 FASD education professionals, with over 209 years of collective FASD education programme experience, who were asked to identify and reach consensus on best strategies and lessons learned in FASD education programmes. We then suggest that effectively educating children with FASD is critical to get right if positive educational outcomes are to be realised.  相似文献   

Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test     

Susan Edwards  Andrea Nolan  Michael Henderson  Helen Skouteris  Ana Mantilla  Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335

Abstract

Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.  相似文献   

Family risk factors and prevalence of dissociative symptoms among homeless and runaway youth     

Tyler KA  Cauce AM  Whitbeck L 《Child abuse & neglect》2004,28(3):355-366

OBJECTIVE: To examine family risk factors associated with dissociative symptoms among homeless and runaway youth. METHOD: Three hundred and twenty-eight homeless and runaway youth were interviewed using a systematic sampling strategy in metropolitan Seattle. Homeless young people were interviewed on the streets and in shelters by outreach workers in youth service agencies. RESULTS: The current study revealed widespread prevalence of dissociative symptoms among these young people. Multivariate analyses revealed that sexual abuse, physical abuse, and family mental health problems were all positively associated with dissociative symptoms. No gender differences were found for any of the models. CONCLUSIONS: Dissociative behavior is widespread among these youth and may pose a serious mental health concern. Some young people experience numerous stressors, and with few resources and little support available, many may invoke maladaptive strategies such as dissociative behavior to handle such situations, which may in turn be detrimental to their mental health. Unless youth are provided with programs and intervention, the cycle of abuse that they have experienced at home is likely to continue on the street.  相似文献   

Young children learning about well-being and environmental education in the early years: a funds of knowledge approach     

Susan Edwards  Helen Skouteris  Amy Cutter-Mackenzie  Leonie Rutherford  Mandy O’Conner  Ana Mantilla 《Early Years: An International Journal of Research and Development》2016,36(1):33-50

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.  相似文献   

What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program     

Ana Cristina Torres  Amélia Lopes  Jorge M. S. Valente  Ana Mouraz 《Teaching in Higher Education》2017,22(7):822-838

Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested.  相似文献   

Zum Problem der Hochschulreform in Spanien: Einige Ausgewählte Daten     

Val  José Cajide  Philipp  Rita Radl  Castro  Ana Porto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):583-596

Over the past ten years there has been a sweeping reform of the courses taught and qualifications awarded by Spanish universities. For that reason, an investigation was launched in 1996–97 at the University of Santiago de Compostela (in Northwest Spain) into the teaching, research and management entailed in four new degree courses: physics (years one to four), agricultural engineering (first and second years), agricultural food-processing technology (years one to three) and pharmacy. This article reports on students' opinions of the reforms in these courses, revealing dissatisfaction with facilities for practical course work, lack of connection with prospective employment, and a call for more information about courses.  相似文献   

School discipline and the building of values in the daily life of secondary schools     

Ana María Cerda  Jenny Assaél 《Prospects》1998,28(4):571-585

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