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The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices. 相似文献
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Helen S. Timperley Viviane M.J. Robinson 《School Effectiveness & School Improvement》2013,24(3):249-274
The alternatives of taking over failing schools or handing over resources for them to develop their own improvement strategies are recognized as ineffective in achieving improvement. When deciding how best to intervene in 26 self-managing schools, the Ministry of Education in New Zealand attempted to avoid the negative consequences of these alternatives by developing a partnership with the schools and their communities. This article documents both the difficulties experienced in the first intervention phase, dominated by concerns about respecting the schools’ autonomy, and the successes of the second phase, when the Ministry was more explicit about the school improvement tasks. 相似文献
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Viviane M. J. Robinson Lai MEI Kuin 《International journal of qualitative studies in education》2013,26(2):193-210
Empirical research on copying and cheating in high school and university has typically employed quantitative survey methods. While these methods tell us about the conditions under which it is more and less likely to occur, they tell us less about the reasoning that leads students to copy the work of others. An alternative problem-based methodology (PBM) is presented which treats copying as a student'ssolution to the problem of how to complete an assignment, and investigates it by inquiry into the problem-solving processes that give rise to it. The methodology is employed in a study of copying among a small sample of Chinese university students. Intensive probing of their reasoning revealed the beliefs, motives and contextual conditions that led them to copy. Copying was a habitual strategy of both strong and weak students and was motivated by a wish to obtain the desired grade in the most efficient manner possible. The findings are discussed in terms of explanatory adequacy and implications for intervention. 相似文献
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Vincent Forma David. I. Anderson Joëlle Provasi Evelyne Soyez Mélina Martial Viviane Huet Lionel Granjon François Goffinet Marianne Barbu-Roth 《Child development》2019,90(4):1286-1302
The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking. 相似文献
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Viviane Hessami 《档案与原稿》2013,41(3):155-165
The Royal Commission into Institutional Responses to Child Sexual Abuse was set up in January 2013 to investigate child sexual abuse in institutional contexts and to focus its recommendations on addressing systemic issues. Recordkeeping issues are at the core of the problems that institutions face when dealing with child sexual abuse although the Royal Commission did not address them systematically in 2013–14. The present article analyses the recordkeeping issues that arose in the public hearings held by the Royal Commission up to October 2014. It shows that recordkeeping issues that appeared in different contexts provide evidence of critical failures in the recordkeeping systems of the institutions under study. It then highlights three implications for professional practice: the need for the professional associations to step up and advocate for a hearing on recordkeeping issues, the importance of putting in place appropriate systems to preserve the records of the Royal Commission, and the need to raise awareness about the complexity of the recordkeeping issues in the institutions that deal with out-of-home care and to develop recordkeeping systems that better meet the needs of the children in care and that support the prevention, detection, reporting and prosecution of child abuse. 相似文献
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Viviane M. J. Robinson 《Educational theory》1995,45(2):235-249
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Viviane Kovess-Masféty Carmen Rios-SeidelChristine Sevilla-Dedieu 《Teaching and Teacher Education》2007
The purpose of this study was to determine the prevalence and to identify the occupational risk factors of both psychiatric disorders and psychological distress for public school teachers in France depending on their teaching level. A survey was carried out on teachers aged 20–60 (N=3586). Some teaching levels, depending on the teacher's gender, were found to be at a higher risk of mental health problems. The main occupational risk factors identified were lack of support from colleagues, and to a lesser extent, depending on the mental health problem, the fear of physical or verbal abuse and the reasons the teaching profession was chosen. 相似文献
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