CHALLENGING BEHAVIOUR: The impact of challenging student behaviour upon teachers' lives in a secondary school: teachers' perceptions     

Tina Axup  Irvine Gersch 《British Journal of Special Education》2008,35(3):144-151

In this article, Tina Axup, an educational psychologist working in Southend‐on‐Sea, and Irvine Gersch, director of educational and child psychology programmes at the University of East London, describe a small‐scale study of teachers' attitudes regarding the impact of student behaviour on their professional lives. Anecdotal evidence within a local authority educational psychology service suggested that increasing teacher concern about student disruptive behaviour was causing significant professional anxiety. Tina Axup formulated a brief questionnaire to explore teacher perceptions of the student responses that appeared to cause them stress. Although it is difficult to generalise from the results because of the small sample size and low return, the most frequently selected behaviours seen as challenging were found to be ‘low level’, ‘verbal’, ‘work avoidance’ and ‘out of seat behaviour’. The most frequent teacher reactions were said to be ‘frustration’, ‘bewilderment’, ‘shock’ and concern about the impact on other students in the class. The key favoured coping strategies reported included behaviour management techniques, praise and trying to understand the difficult behaviour, while personally talking to peers, switching off after the lesson, taking exercise and talking to family and friends. For future help, the preferred teacher options included the employment of more specialist behaviour support staff. Tina Axup and Irvine Gersch discuss the implications of these findings and identify further areas for research.  相似文献   

White supremacism: The tragedy of Charlottesville     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2017,49(14):1309-1312

  相似文献   

Negative school factors and their influence on math and science achievement in TIMSS 2003     

Tina Vršnik Perše  Ana Kozina  Tina Rutar Leban 《Educational studies》2011,37(3):265-276

The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high‐ and low‐achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.  相似文献   

Simplifying Causal Complexity: How Interactions Between Modes of Causal Induction and Information Availability Lead to Heuristic‐Driven Reasoning     

Tina A. Grotzer  M. Shane Tutwiler 《Mind, Brain, and Education》2014,8(3):97-114

This article considers a set of well‐researched default assumptions that people make in reasoning about complex causality and argues that, in part, they result from the forms of causal induction that we engage in and the type of information available in complex environments. It considers how information often falls outside our attentional frame such that covariation falls short, mechanisms can be nonobvious, and the testimony that others offer is typically subject to the same constraints as our own perceptions. It underscores the importance of multiple modes of causal induction used in support of one another when discerning and teaching about causal complexity. It considers the importance of higher order reflection on the nature of causality that recognizes the challenging features of complex causality and how it interacts with human causal cognition.  相似文献   

社会化搜索研究进展综述   总被引：3，自引：0，他引：3  

孙晓宁  朱庆华  赵宇翔  Jia Tina Du 《图书情报工作》2014,58(17):5-13

首先,引入互联网群体协作的思想,对社会化搜索的概念进行初步界定;随后,在宏观与微观两个层面上,重点从动因（why）、用户（who）、目标（what）、形式（how）4个维度对社会化搜索的概念进行深入解析,并分别从行为、技术、应用、资源4个视角对当前社会化搜索的主要研究内容和主题进行归纳,试图从理论上明晰社会化搜索今后的研究思路与方向;最后阐述当前社会化搜索的研究不足和发展趋势。  相似文献   

Obituary     

Tina Craig 《Health information and libraries journal》2006,23(1):77-78

  相似文献   

Inclusion Can Succeed     

Tina Vaughn 《Equity & Excellence in Education》2013,46(1):68-69

  相似文献   

Introduction To The Futures Focus Issue: The New Rules Of Business     

Dale F. Campbell  Tina M. O'Daniels 《Community College Journal of Research & Practice》2013,37(6):437-440

The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.”

This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category.  相似文献   

Three suggested teaching strategies for students who are deaf or hard of hearing     

Tina J. Herring  M. Lynn Woolsey 《Support for Learning》2020,35(3):346-358

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.  相似文献   

珀里斯特拉     

Tina Boikos 《海外英语》2008,(8):50

Peristeri means a clove in Greek. It's also the name of the area I was staying while I was visiting my grandmother's family in Athens, Greece. Surrounded by a myriad of unfamiliar faces, jetlagged and exhausted, I tried to make sense of all the buzzing conversations going on around me. Sitting on the veranda of my grandmother's sister's home in Peristeri, I studied the faces of my relatives; I barely knew any of them at the time, and the newness of my surroundings captivated me, regardless of my knee-trembling sleepiness.……  相似文献