Childhood Maltreatment and School Problems: A Danish National Study     

Ask Elklit  Liv Michelsen  Siobhan Murphy 《Scandinavian Journal of Educational Research》2018,62(1):150-159

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.  相似文献   

The Working Situation of Elementary School Teachers Explored Through Diaries     

Ask Elklit  Tove Friis 《Scandinavian Journal of Educational Research》2013,57(2):65-77

Elklit, A. & Friis, T. 1979. The Working Situation of Elementary School Teachers Explored through Diaries. Scandinavian Journal of Educational Research 23, 65‐77. In this pilot study the daily work flows of Danish elementary school teachers were examined through regularly made self‐registrations with diaries. Although rarely used, this method seems to be very reliable in giving exact information concerning work conditions and priorities. The workload of the teachers was found to be considerable, and the working situation was characterized by many adjustments to qualitatively new conditions. Regular teaching and planning alone were the most extensive activities, while activities central in the new curriculum ‐ social‐emotional development, counselling, planning with pupils ‐ had a modest position. The co‐operation with other resource persons connected with the schools was sporadic. A remarkable difference in total worktime between teachers from different schools suggests the importance of local organizational conditions.  相似文献   

UNIVERSITY TEACHING AS A SERMON RITUAL ‐‐ A FIELD STUDY     

Ask Elklit 《Higher Education in Europe》1988,13(4):14-26

This paper describes an investigation of the teaching in all available classes at the Institute of Psychology of the University of Aarhus. Classes were observed for pedagogical structuring and interaction. The students and the teachers filled out separate questionnaires concerning their backgrounds, their study activities, their attitudes, their morale, and their experience of and activities in the teaching process, as well as an evaluation of their teaching and its outcome.

In addition to a substantial drop‐out rate, there was a striking absence of students in classes, a moderate rate of participation, and an equally moderate amount of study activity on the part of the students. The teaching activities were uniform and predictable; the social interaction involved has a sermon ‐‐ like character; the investment, satisfaction, and benefits to the students were reduced. A deeper understanding of the phenomenon is sought through an analysis of organizational patterns and interests (antagonistic or colliding) at three systemic levels. The meta‐learning or hidden curriculum of the teaching seems to be one of fulfilling latent goals or functions that might have invalidating consequences for the qualification process.  相似文献