Activity, obesity, and growth     

J Parízková 《Monographs of the Society for Research in Child Development》1970,35(7):28-32

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Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela     

Eduardo Martín 《Cultura y Educación》2016,28(3):539-564

The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.  相似文献   

Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)     

Francisca Comas Rubí  Sara González Gómez 《History of education》2020,49(4):476-497

ABSTRACT

During the first third of the twentieth century, Barcelona turned into a metropolis with emerging industry. To confront the growing social problems, Barcelona City Council undertook a renovating educational programme focused on hygienic and natural principles as well as on new active teaching methodologies and progressive education. Thus, a completely parallel network of institutions was created alongside the public schools – school camps, day trips to the beach, open air schools, etc. – that aimed at improving the living situation of children, most specifically via the promotion of direct contact with nature. At that time, Barcelona City Council disseminated information widely regarding all these initiatives with the publication, between 1909 and 1933, of around 70 illustrated brochures. The main aim of this article is, using these publications, to present the discourses that were disseminated and built up around the idea of nature and to understand how this relates to the urban environment.  相似文献   

Risk factors and context of men who physically abuse in Bogotá, Colombia     

Klevens J  Bayón MC  Sierra M 《Child abuse & neglect》2000,24(3):323-332

OBJECTIVES: The aim of this study was to identify risk factors for physical abuse caused by male perpetrators, as well as to describe the context of abuse and the role of the female partner in these cases in Bogotá, Colombia. METHODS: Information from in-depth interviews of males reported to authorities for physical child abuse and their female partners (n = 45) was quantitatively and qualitatively analyzed and compared to to males and their female partners from the same neighborhood living with a child of the same gender and age (+/-3 years) as the abused child (n = 44). RESULTS: Situations of abuse occurred more often on a weekday, in the afternoon or early evening hours, with the mother present, exceptionally involved substance abuse, and tended to be repetitive. Male subjects' lower level of education, stepfather status, perceived stress, substance abuse and mental illness, lack of social support, history of childhood physical abuse, negative perceptions, attributions and unrealistic expectations of the child's behavior were associated with abuse. Cases' female partners were more likely to have a lower occupational level, a higher frequency of dependent personality, a history of childhood physical and sexual abuse and be herself physically and emotionally abused by her spouse. At least three scenarios for abuse emerged from the analyses: "explosive" men, "abusive disciplinarians," and "children out of parental control." CONCLUSIONS: Most of the findings are consistent with existing research despite the different social and cultural context. The different scenarios suggest the need to tailor preventive and rehabilitative interventions for abusers.  相似文献   

The emergence of gestures in the first year of life in the Infant School classroom     

Guevara  Irene  Moreno-Llanos  Iván  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287

European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of...  相似文献   

联大高职软件技术专业建设与教学体系改革     

袁家政  鲍有文  李京平 《职业技术教育》2002,23(25):26-30

本文从培养目标、培养规格、课程体系、教学内容、教学过程、教学环境、考核办法等方面探讨北京联合大学高职软件技术专业的专业建设,提出以实践环节教学为主体,与企事业单位联合办学,建立“学产研”人才培养途径与机制的教学体系的改革设想。  相似文献   

Modernization,cultural pluralism and identity     

Mihály Sárkány 《Prospects》1992,22(1):21-30

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Experiential and outdoor education: the participant experience shared through mind maps     

Ivo Jirásek  Irena Plevová  Miroslava Jirásková  Adéla Dvořáčková 《Studies in Continuing Education》2016,38(3):334-354

This paper describes an analysis of mind maps capturing the experiences of the participants in an experiential and outdoor education course. The method of mind mapping is usually limited to a quantitative scoring analysis and comparative content analysis of concepts. As a consequence, the visual elements of the information are usually ignored, but to analyze the holistic information, it is necessary to analyze its visual elements. This intention underlines this study of five chosen pairs of mind maps made by participants in the outdoor course comparing their impressions at the beginning and end of the course. A qualitative review of the visual and symbolic levels of information found a significant impetus occurring in the participants’ view of their life journey and the possibility of changes due to the course experience. There is a visible tendency toward changes between first and second maps, from vague fears to acceptance of one's self, from polarity to holistically perceived reality, from vague concepts to colorful visual symbolism, from focus on the past to open acceptance of the future, from personality to community, and from the physical dimension of the experience to the spiritual or holistic level of the meaning of the experience.  相似文献   

Collaborative professional development for distributed teacher leadership towards school change     

Auxiliadora Sales  Lidón Moliner  Andrea Francisco Amat 《School Leadership & Management》2017,37(3):254-266

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.  相似文献   

The psychological environment and teachers’ collective-efficacy beliefs     

Carol Strahan née Brown  Anna Reid 《Educational Psychology in Practice》2019,35(2):147-164

The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised, the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools.  相似文献