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Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251
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Stuart W. Twemlow Bridget K. Biggs Timothy D. Nelson Eric M. Vernberg Peter Fonagy Stephen W. Twemlow 《Psychology in the schools》2008,45(10):947-959
This study evaluated the Gentle Warrior Program, a traditional martial arts–based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results indicated that boys who participated in more Gentle Warrior sessions reported a lower frequency of aggression and greater frequency of helpful bystanding (i.e., helpful behavior toward victims of bullying) over time, relative to boys with less frequent participation. The effect of participation on aggression was partially mediated by empathy. The effect of participation on helpful bystanding was fully mediated by changes in student empathy. No significant results were found for girls. Results of the study provide preliminary support for the use of martial arts–based interventions to address bullying in schools for boys, by teaching empathy, self‐control, and peaceful strategies to resolve conflicts. © 2008 Wiley Periodicals, Inc. 相似文献
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This study investigated factors associated with the academic stress experienced by international students (N=412) attending graduate school in the United States. The study was grounded in a cognitive framework in which academic stress is understood as the consequence of students' appraisal of the stressfulness of role demands and their perception of their ability to cope with those demands. These two appraisals, in turn, were posited to be a function of cultural distance, students' social support network, and their role competencies. Results indicated that the primary determinants of the two types of appraisals differed. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary appraisal, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary appraisal. Implications for how universities might work more effectively with international students are discussed. 相似文献
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Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
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Editor's Note: The following is a continuation of the dialogue “A Correspondence of Academic Interest” in the Spring 1994 issue ofAcademic Questions. That exchange concerned the program, recently announced by the Teachers Insurance and Annuity Association-College Retirement
Equities Fund (TIAA-CREF), to promote diversity on the governing boards of the public corporations in which it invests. 相似文献
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The reflective institution: Assuring and enhancing the quality of teaching and learning 总被引:3,自引:1,他引:3
John Biggs 《Higher Education》2001,41(3):221-238
Three definitions of ``quality' have entered the qualityassurance (QA) debate: quality as value for money, quality as fitfor the purpose of the institution, quality as transforming. The firstis pivotal for retrospective QA, which sees QA in terms ofaccountability, and conforming to externally imposed standards. The lasttwo are pivotal for prospective QA, which sees QA asmaintaining and enhancing the quality of teaching and learning in theinstitution. In this paper, the reflective practitioner is taken as themodel for prospective QA. Three stages are involved in institutionalreflective practice: articulating an espoused theory of teaching, thequality model (QM); continually improving on current practicethrough quality enhancement (QE), in which staff development should playan important role; and making quality feasible (QF), by removingimpediments to good teaching, which often arise through distortedpriorities in institutional policy and procedures. These three stages,QM, QE, and QF, are essential ingredients in prospective QA. 相似文献
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What are effective schools? Lessons from east and west 总被引:2,自引:0,他引:2
John Biggs 《The Australian Educational Researcher》1994,21(1):19-39
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