Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour     

Donna Cross  Helen Monks  Marg Hall  Thérèse Shaw  Yolanda Pintabona  Erin Erceg  Greg Hamilton  Clare Roberts  Stacey Waters  Leanne Lester 《British Educational Research Journal》2011,37(1):105-129

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

Biopower,disciplinary power,and the production of the 'good Latino/a teacher'     

Donna Kalmbach Phillips  Robert Ch. Nava 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):71-83

This inquiry explores who is the ‘good teacher of color’. Through Michel Foucault's notion of biopower and disciplinary power, the analysis attempts to problematize the subject-position of ‘teacher of color’ by exploring how a Latino intern and a Latina intern negotiated their subjectivity in a large diverse school district. Participants' construction of subjectivity was found to be located within the nexus of the school district, the university, and the Latino counter-discourse through which biopower and disciplinary power operated.  相似文献   

The impact of peer mentoring on pupils’ emotional literacy competencies     

Donna O’Hara 《Educational Psychology in Practice》2011,27(3):271-291

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive impact on the emotional literacy competencies of mentees with low to average levels of emotional literacy at pre-intervention. Results also showed a significant negative correlation between attendance at sessions and perceived Conduct Problems. Unexpectedly, results indicated adverse effects of reading mentoring on the emotional literacy competencies of control participants.  相似文献   

An Investigation of Media Influences on Elementary Students Representations of Scientists     

Donna Farland-Smith  Kevin Finson  William J. Boone  Melissa Yale 《Journal of Science Teacher Education》2014,25(3):355-366

Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists.  相似文献   

Scaling up comprehensive sexuality education in Nigeria: from national policy to nationwide application     

Silvia Huaynoca  Venkatraman Chandra-Mouli  Nuhu Yaqub Jr.  Donna Marie Denno 《Sex education》2014,14(2):191-209

Nigeria is one of few countries that reports having translated national policies on school-based comprehensive sexuality education (CSE) into near-nationwide implementation. We analysed data using the World Health Organization-ExpandNet framework, which provides a systematic structure for planning and managing the scaling up of health innovations. We examined how Nigeria's nationwide programme was designed and executed. Since 2002, Nigeria has developed a well thought through strategy to scale up CSE. Crucial attributes that facilitated the scaling up included technical consensus about the innovation and clarity about its components, dissection of a complex intervention into manageable components for implementation by organisations with complementary expertise, strong political leadership and championship in concert with advocacy and technical support from non-governmental organisations, proactive and energetic involvement of community stakeholders, effective programme management, and improvements to the information management system to ensure on-track implementation and mid-course corrections to keep stakeholders, including funders, informed and engaged. Challenges included programmatic values, competing priorities for available human resources and a lack of predictable funding for sustaining a rapid scale-up effort. Despite some weaknesses, implementation has largely proceeded according to plan. The lessons learned from Nigeria's experience can and should be used in other settings to achieve wide-scale coverage.  相似文献   

Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions     

Vellutino FR  Scanlon DM  Small S  Fanuele DP 《Journal of learning disabilities》2006,39(2):157-169

Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children.  相似文献   

Human cancer genetics     

Li M  Albertson D 《Journal of Zhejiang University. Science. B》2006,7(2):164-164

Cancer is a genetic disorder.Although heredi-tary cancers account for only a small fraction of all tumors,most cancers are caused by a variable mix of heredity and environment that leads to accumulations of genetic alterations and then uncontrolled cell pro-liferations(Kops et al.,2005).In addition,genetic alteration is one of the a few most important bio-logical factors that determine the diagnosis and prognosis of different cancers and dictate the treat-ment strategies for cancer patients.Fu…  相似文献   

Thinking through practice: exploring ways of knowing,understanding and representing the complexity of teaching     

Donna Mathewson Mitchell 《Asia-Pacific Journal of Teacher Education》2013,41(4):414-425

In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles that constitute a conceptual framework for the investigation of the lived experience of teaching. From this foundation, a methodological framework based on collaborative inquiry and postmodern emergence is derived. Examples are offered of the way the conceptual framework and methodological approach have been activated through the first stage of a research programme that collaboratively engages the dual voices of academic researcher and classroom practitioners as co-researchers. Analysis of qualitative data reveals the potential and limitations of this practice-based foundation as a way to know, understand and represent the complexity of teaching. In conclusion, the article develops a number of propositions as the basis for further research.  相似文献   

Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories?     

Leanne Lester  Donna Cross 《Emotional and Behavioural Difficulties》2013,18(4):356-370

Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying.  相似文献   

Making Ends Meet: Bringing Bilingual Education and Mainstream Students Together in Preservice Teacher Education     

Carol Evans  Elizabeth Arnot-Hopffer  Donna Jurich 《Equity & Excellence in Education》2013,46(1):75-88

In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program.  相似文献