Attachment,Well‐Being,and College Senior Concerns About the Transition Out of College     

Joel A. Lane 《Journal of College Counseling》2016,19(3):231-245

This study examined the relationships among attachment, psychological well‐being (PWB), life satisfaction, and concerns about the transition out of college among a sample of college seniors. A path analysis was conducted predicting that PWB and life satisfaction would mediate the relationships between attachment and 3 types of graduation transition concerns: career, change and loss, and support. Significant mediation effects affecting career concerns and change and loss concerns were discovered. Implications for college counseling are discussed.  相似文献   

Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

Forms of support and challenges to developing international-mindedness: a comparative case study within a national and an international school in Turkey     

Akın Metli  Robin Ann Martin  Jennie Farber Lane 《Compare》2019,49(6):983-1001

ABSTRACT

This paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world.  相似文献   

Creative Arts Personal Pedagogy vs Marketised Higher Education: A battle between values     

Ryan Gerald Wilkinson 《The International Journal of Art & Design Education》2020,39(3):536-549

The ongoing marketisation of higher education in England can be understood both conceptually – in terms of its ideological commitment to competition and accountability; and practically – in terms of the way that it has altered higher education structurally in a variety of ways. Methods of standardisation and quantification offer validation and reward to institutions through criteria aligned with marketised principles, leading to institutions shaping their operations to suit these forms of justification. Historically, many arts subjects have operated conceptually and organisationally outside the traditional higher education paradigm, and pedagogic approaches and values that are attributable to this subject area could clash with marketised understandings of education, which are becoming more prevalent and influential. This article presents analysis of reflections from creative arts educational practitioners working within higher education institutions in England on explorations of an ontology of the creative arts, as well as experiences of the marketisation process. A series of values relating to the concept of ‘the personal’, inherent to the creative arts are discussed and an exploration of how these principles clash with the priorities of the marketised educational economy are articulated. The values and principles that are inherent to educators and practitioners working in the creative arts are competing with ‘marketised’ motives imposed on them by the institutions in which they work.  相似文献   

Higher education regionalization     

Jan-Erik Lane 《Higher Education》1984,13(4):347-368

Is the allocation of higher education resources a means to regional development? Although many governments have approached higher education as part of a wider regional policy, it is still very much an open question whether higher education regionalization really works. The evidence from the most conspicuous Scandinavian example of using higher education for regional development - the creation of Norrland University - indicates that the allocation of higher education resources may be conducive to breaking up traditional patterns of center-periphery interaction, but it also shows that the activities of the periphery play just as crucial a role as the special framing of the policy of the center in determining outcomes.  相似文献   

Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating     

Ayşe Ozdemir Oz  Jennie F. Lane  Aikaterini Michou 《教育心理学》2016,36(7):1160-1172

The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M_age = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.  相似文献   

Finding Diego: A Bilingual Student Integrates School,Language, and Identity     

Robin L. Danzak  Louise C. Wilkinson 《Journal of Latinos & Education》2017,16(1):51-64

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.  相似文献   

Juvenile sex offenders: development and correction     

G Ryan  S Lane  J Davis  C Isaac 《Child abuse & neglect》1987,11(3):385-395

This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization.  相似文献   

Inequality and the school administrator     

John J. Lane 《The Urban Review》1983,15(3):177-186

The vision of the public schools as the “great equalizers” of society is as yet unfulfilled. One of the reasons why the schools have not achieved this goal is attributable, in part, to the administration of the public school system. This article examines the nature of school bureaucracy in light of the power it grants to some and denies to others. Second, it is shown that the nature of administrative acts can work to displace the goals society has set for the schools. Third, the political nature of school administration is examined. The article concludes with reference to several significant changes occurring in educational administration: “marketplace politics”; the productivity movement; and collective choice policymaking.  相似文献