The relationship between school belonging,sibling aggression and bullying involvement: implications for students with and without disabilities     

Chad A. Rose  Cynthia G. Simpson  Stephanie K. Ellis 《教育心理学》2016,36(8):1462-1486

Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.  相似文献   

转变教育思想:知识经济的呼唤     

肖鹏 《毕节学院学报》2001,19(4):8-10

本文拟从知识经济这一视角,审视我国高等教育,指出必须转变过于大一统的教育思想,以学生主体性和个性的培养为教育的出发点和落脚点,才能培养与知识经济时代具有本质联系的创新型人才,改变培养的人才脱离和滞后经济建设的社会发展需要的现象。  相似文献   

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education     

Ben Whitburn  Julianne Moss  Jo O’Mara 《教育政策杂志》2017,32(4):467-479

This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal.  相似文献   

呐喊自由——从查泰莱男爵的残疾来看查泰莱夫人婚外恋的合理性     

杨明蕊 《蒙自师范高等专科学校学报》2006,4(3):38-40

从三个方面来分析查泰莱夫人———康妮(Connie)是怎样在丈夫的虐待下产生了对自由生活的向往,并最终选择了最引人争议的方式———婚外恋来获得最终的解脱这一结果的合理性。  相似文献   

政治语境下的知识分子身份认同——从《多余的话》看瞿秋白的身份意识     

杨雪 《襄樊学院学报》2011,32(4):61-65

文人和政治家这两种身份认同的激烈交锋贯穿了瞿秋白短暂的一生。从《多余的话》中可以看出,瞿秋白明显趋向于文人身份,而对政治家身份持拒斥的态度。这与他对革命的理想化认识及其绅士意识有关。瞿秋白的悲剧与其说是他个人的性格所导致的文人从政的悲剧,毋宁说是诞生在一个革命语境当中的知识分子的由于时代而造成的悲剧,甚至可以被看作是在我国现代社会急剧转型过程中知识分子命运的典型。  相似文献   

The Effectiveness of the Responsive Teaching Parent-mediated Developmental Intervention Programme in Turkey: A pilot study     

Ozcan Karaaslan  Ibrahim Diken  Gerald Mahoney 《International Journal of Disability, Development & Education》2011,58(4):359-372

The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.  相似文献   

Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement     

Gizem Hülür  Oliver Wilhelm  Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746

We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming.  相似文献   

A Short Version of SIS （Support Intensity Scale）＂ The Utility of the Application of Artificial Adaptive Systems     

Tiziano  Luigi Croce  Enzo Grossi  De Vreese  Massimo  Ulrico 《美中教育评论》2011,(2):196-207

  相似文献   

美国智力障碍定义的演变及其启示     

冬雪 《中国特殊教育》2011,(5)

美国智力与发展性障碍协会于2010年公布了新版定义,以"智力障碍"代替了之前所使用的术语"智力落后".新定义提出了具备诊断、分类和计划与发展支持系统三重功能的评估框架、多维度取向的分类系统以及终身性的、全面的支持系统.本文梳理了20世纪90年代以来智力障碍定义的演变进程,重点评析了1992、2002、2010年的三版定义,并分析了智力障碍定义演变的特点与趋势及其对我国特殊教育发展的启示.  相似文献   

浅谈职业教育如何面对知识经济时代的挑战     

李德才 《辽宁高职学报》2001,3(5):46-47,51

面对知识经济时代的到来，高职教育必须在更新观念的基础上，认清知识经济时代对人才的要求标准，摒弃传统的教育观念，迎接知识时代的挑战。  相似文献