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61.
This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed. 相似文献
62.
Allen Thurston Keith J. Topping Andrew Tolmie Donald Christie Eleni Karagiannidou Pauline Murray 《International Journal of Science Education》2013,35(4):501-522
This paper reports a two‐year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed. 相似文献
63.
Eleni A. Kyza Costas P. Constantinou George Spanoudis 《International Journal of Science Education》2013,35(18):2489-2525
We report on a study investigating the relationship between cognitive ability grouping, reflective inquiry scaffolding, and students’ collaborative explanations of an ecosystem disturbance which took place when a number of flamingo birds died in a salt lake because of nearby intensive human activities. Twenty-six pairs of students from two intact sixth-grade classes participated in the study. All students investigated scientific data relating to the ecosystem problem using a web-based learning environment. One class was provided with web-based reflective inquiry scaffolding (WorkSpace), while the other class used PowerPoint. The main data analyzed for this study consisted of each pair’s written explanation and task-related artifacts. Findings show that the web-based reflective scaffolding supported students in providing valid evidence in support of their explanations. The analyses of the students’ collaborative explanations showed no statistically significant differences that could be attributed to prior achievement between students in the WorkSpace condition, while differences were found between the different cognitive ability pairs in the PowerPoint class. These findings suggest that the WorkSpace scaffolding may have provided more influential support to lower cognitive ability pairs in creating evidence-based explanations. 相似文献
64.
This study was designed to elicit the views and preferences of primary education students’ with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special needs teacher) of educational support. The sample consisted of 95 students in grades 2–6 who voluntarily participated in the study. Interviews, including seven questions concerning students’ views on and preferences for different educational settings (regular classroom without additional support, resource room, in‐class support), were employed for gathering data. The findings clearly confirmed our hypotheses that: (a) students do hold preferences about where and by whom they should be taught, and (b) they do not unanimously prefer one service delivery mode over another. While the majority of the students preferred the resource room over the regular class, it is significant, at the same time, that almost one‐third of the participants preferred the regular classroom. Students’ preference for educational setting (regular classroom or resource room) was significantly influenced by their view of which setting provides more academic benefits. Regarding their preference for the most appropriate provider of support, the great majority preferred receiving help from the special education teacher. Given that in‐class support is not practised in Greek schools and none of the participants had any experience of systematic in‐class support provided by a special teacher, it was surprising to establish that almost one‐half of the students preferred to receive the additional support within the regular class. Students’ preference for a service delivery mode (pull‐out or in‐class support) was significantly influenced by: (a) their preference of educational setting (regular classroom or resource room), and (b) their views of which setting provided greater academic benefit. 相似文献
65.
Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248
The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
66.
Eleni Katsarou 《Educational Action Research》2013,21(4):532-548
In this paper we present and discuss the action research we conducted with the main purpose to investigate the proper ways to introduce action research to our student-teachers in the university so as to empower them in a lifelong professional development perspective. Although the obstacles we faced were many, it seemed possible and beneficial for our students to get involved in real action research projects in the framework of an undergraduate course. They had the chance to appreciate the theory and practice link, to investigate their implicit theory, to construct collective knowledge and to participate in reflective practices. 相似文献
67.
For the past few years, the Republic of Cyprus has been pursuing a major educational reform across all levels of mandatory education, focusing especially on curriculum change, for the implementation of which in-service teachers have undergone a series of professional development seminars. Individual and focus group interviews with in-service elementary teachers, regarding their sense of professionalism within this curriculum change process, revealed that teachers positioned themselves largely onto different points on a continuum. These are conceptualized as positions veering between teachers’ sense of minimum and maximum autonomy over their participation in the development and introduction of the new official curriculum. Framed by a traditionally centralized context, these positions were discursively negotiated in contradictory ways which allowed multiple positionings by each teacher. The paper concludes with the implications of these findings for understanding teacher professionalism and positioning, as well as for considering how this might relate to curriculum change and implementation processes. 相似文献
68.
Some strategies to improve performance in school chemistry,based on two cognitive factors 总被引：2，自引：2，他引：0
The background to this study are the difficulties facing the majority of Greek pupils in understanding chemistry concepts and, therefore, performing well in the National Examinations. The aim was to explore the problems and to suggest ways in which the situation might be improved. Working with 105 Greek pupils aged 15 to 16, the first stage of the enquiry confirmed that both working memory space and extent of field dependency were two psychological factors affecting performance. This is at least part of the nature of the problem. In the second stage, an attempt was made to explore how the problems might be reduced. New teaching materials were constructed to minimize any limitations to learning caused by working memory space and problems associated with being field dependent. The use of the new materials was compared to the normal teaching process working with 210 Greek pupils aged 15 to16. It was found that there was a significant difference in the average improvement of the experimental group and the control group, in favour of the experimental group. This result was independent of the effect of the teacher, and of the interaction of teaching method and teacher. It is suggested that approaches to learning must take into account cognitive factors in the learners in the context of information processing understandings of learning. If this is done, learning is much more effective. 相似文献
69.
This article reports on a research project that explored the potential to integrate autobiographical work emphasising personal experiences of exclusion and marginalisation into the Greek Literature curriculum followed in Greek-Cypriot schools. Given the difficulties encountered in Cyprus in promoting changes in attitudes towards diversity, we discuss the autobiographical poems of the disabled Turkish-Cypriot poet Orkun Bozkurt with the aim of strengthening efforts to foster citizenship education in Cyprus. One aspect of the study involved the analysis and comparison of Bozkurt's poems with those traditionally employed in the Greek Literature curriculum. By taking this analysis as a baseline, we designed and implemented an intervention programme that aimed at changing the attitudes of adult students towards the ‘Other’. Our findings suggest that changes in attitudes are possible, provided that traditional teaching methods and materials are enriched with alternative materials that represent typically underrepresented groups of people, and also that the teaching methods adopted encourage active involvement and critical thinking among students. 相似文献
70.
Deliyianni Eleni Gagatsis Athanasios Elia Iliada Panaoura Areti 《International Journal of Science and Mathematics Education》2015,14(2):397-417
The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1701 primary and secondary school students. Eight components, which all involve representational transformations, were encompassed under the construct of representational flexibility in fraction and decimal number addition. This structure reveals that, for both concepts, the representational transformation competences of recognition and conversion, and therefore representational flexibility as well, were affected by the complexity of the concepts involved and the direction of the conversion, respectively. Results also showed that two first-order factors were needed to explain the problem-solving ability in fraction and decimal number addition, indicating the differential effect of the modes of representation that is diagrammatic and verbal form on problem-solving ability irrespective of the concepts involved, as in the case of the conversions. Representational flexibility and problem-solving ability were found to be major components of students’ representational thinking of fraction and decimal number addition. The proposed framework was invariant across the primary and secondary school students. Theoretical and practical implications are discussed.
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