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Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying behavior. Middle school students (n = 28,765) in 423 schools completed a statewide school climate survey that included an aggressive attitudes scale and their bystander response to a recent episode of bullying, which was categorized as upstanding, reinforcing, or passive. Multilevel logistic regressions indicated that higher aggressive attitudes were associated with less upstanding behavior at the school level and less upstanding behavior and more reinforcing behavior at the individual level, while controlling for other school and student demographic variables. These findings suggest that antibullying programs might address student attitudes toward aggression as a means of boosting positive bystander intervention. 相似文献
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In the age of digital networks and databases, gathering data is no longer a differentiating attribute. Instead, the onus is upon creating knowledge and codifying it into the organizational routine. The central theme of this paper is to offer a systematic knowledge codification routine that embodies specific agent attributes and best re-engineering practices. The knowledge process re-engineering schema is proposed as a routine comprising extraction, transformation, and loading to encompass seeking knowledge inputs, converting them based on context, and codifying knowledge for organizational reuse. Using the organization as the primary unit of analysis, the scope of our discussion explicates an agent-mediated process re-engineering model of knowledge creation and codification. The proposed re-engineering captures the synthetic transformation of data into information, information into explicit knowledge, the use of explicit knowledge as an input to tacit knowledge, and the codification of tacit knowledge into explicit knowledge in an attempt to shift the ownership and control of knowledge from the individual to the organization. 相似文献
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Both (a) in-school factors such as over-focus on academic performance, absence of uniform, and corporal punishment, and (b) out-of school factors such as caring for ailing parents, child labour, etc., hinder participation of orphan and vulnerable children (OVC) in Free Primary Education (FPE) system in Nyanza Province, Kenya. In this context Concern Worldwide Kenya undertook an appreciative capacity building approach and appropriately positioned District Education Office (DEO) of the Ministry of Education and local civil society organisations (CSOs) to address in-school and out-of-school factors, respectively, to ensure quality education for OVC. The outcome of the programme is promising and has demonstrated the need for greater cooperation between CSOs and the government to develop creative strategies in overcoming the causes of marginalisation within the contexts of the growing AIDS pandemic and poverty in Kenya. 相似文献
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K.B. Datta 《Journal of The Franklin Institute》1980,309(2):103-123
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This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties. 相似文献
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Preschoolers’ conceptual understanding and procedural skills were examined so as to explore the role of number‐words and concept–procedure interactions in their additional knowledge. Eighteen three‐ to four‐year‐olds and 24 four‐ to five‐year‐olds judged commutativity and associativity principles and solved two‐term problems involving number words and unknown numbers. The older preschoolers outperformed younger preschoolers in judging concepts involving unknown numbers and children made more accurate commutativity than associativity judgements. Children with conceptual profiles indicating a strong understanding of concepts applied to unknown numbers were more accurate at solving number‐word problems than those with a poor conceptual understanding. The findings suggest that an important mathematical development during the preschool years may be learning to appreciate addition concepts as general principles that apply when exact numbers are unknown. 相似文献
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Clare Kosnik Lydia Menna Pooja Dharamshi Cathy Miyata Yiola Cleovoulou Clive Beck 《师资教育杂志》2015,41(1):52-77
This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities. 相似文献