Supervisory Behaviour as Perceived by Secondary School Teachers in Nigeria

This article focuses on the concept of work‐organization in general and the adaptation of this concept to the (Swedish) school‐system in particular. One major point stressed by the authors is that the work‐organization of the school is not purely a question of technical forms of administration. When establishing work‐organization it is of crucial importance to take the functions of the school into consideration. This means that the first step is to focus the content of the organizational activities and then build up administrative forms which facilitate a goal‐oriented work.     

An Evaluative Review of Approaches to Behaviour Problems in the Secondary School

The traditional approach to behaviour problems in secondary schools has been reactive and largely negative. The introduction in recent years of a systems perspective was due to general dissatisfaction with the effectiveness of the traditional problem‐focused model and to a recognition of the benefits that preventive practices might bring. The reports of whole‐school innovations, which are available, are encouraging. However, to date only certain types of systems interventions have been thoroughly evaluated and there is a need for more empirical data. This review also considers the practical implications for educational psychologists in introducing new approaches to secondary schools.     

Correlates of Citizenship Behaviour of Nigerian Secondary School Students

This paper examined the extent to which gender, academic achievement in social studies and the occupation of the parents of the students may be intervening variables in the citizenship behaviour of students within the school purview. An observational scheme, using Mehlinger's and Okunrotifa's posit, was used to observe 60 students for 3 weeks by trained raters. While the general picture appears satisfactory and gender has no significant influence, academic achievement in social studies and the occupation of parents are significant variables associated with student degree of citizenship behaviour. Therefore, in all school work dealing with civic competence, moral education concepts should be used and students should be associated heterogeneously across sex, intellectual capability and parents’ status.     

Asian Secondary School Students' Help-Seeking Behaviour and Preferences for Counsellor Characteristics

This study examines general help-seeking behaviours and preferences for the counsellor, characteristics of gender and ethnicity specifically, in a sample of 448 secondary school students in Singapore. The relationship between the age of the student and his/her preference for the gender and ethnicity of a counsellor was also examined. Findings indicated significant differences in preferences for the gender of the counsellor, with most females preferring a same sex counsellor and most males preferring an opposite sex counsellor. Male and female students did not differ in responses regarding preference for ethnicity of counsellor. The findings also indicated a developmental shift in perspective regarding preference for gender and for ethnicity of counsellor. Neither gender nor ethnicity of counsellor mattered to the oldest group of students. In comparison, the younger students either reported a distinct preference for gender and ethnicity of counsellor or stated they were unsure of their response. Findings from the present study that are helpful to counsellors working with an Asian secondary school population will be discussed in the light of previous research.     

Self‐recording as a Means of Improving Classroom Behaviour in the Secondary School

Two experiments are reported in which children's study behaviour was manipulated systematically within a behavioural paradigm. Both studies were carried out in the remedial department of a large, modern Secondary school in England by a woman teacher. The first involved an individual, a boy whose study behaviour was controlled using self‐recording in a reversal design. On‐task behaviour increased whilst maladaptive responses were reduced and there was a pronounced improvement in the boy's attitude to school work. The second study was a group intervention employing self‐recording which was again successful in improving the on‐task behaviour rate. At the same time it proved possible to gain measures which show clear evidence of improvement in both the quality and quantity of written work produced by the group. In both studies there was some evidence of generalisation of effects.     

Early-Morning Behaviour in School

Several children whom I know arrive at school in an emotionally distressed state and tend to disrupt classroom activities. Presumably something has gone wrong at home. What can be done to ease this problem?     

School choice: The issues and the options

Conclusion I would like to close with a plea for more research on the effects of competition and choice on the functioning of the education system. Despite the large proportion of national budgets devoted to education, the issue is only very rarely addressed. One important exception to this rule is Hoxby (1994). This paper uses instrumental variable econometric techniques to determine the independent effect of the existence of choice among public schools on per-pupil expenditure, educational productivity, average student performance, student educational attainment and post-graduation wages.Hoxby found strong evidence that increased parental choice availability led to improvement on each of these measures of educational performance. Hoxby also found that the existence of choice among public schools leads to more mixing of students by social class, race and ethnicity. This mixing, she found, did not hurt the scholastic performance of any group, but improved the performance of several groups, including white non-Hispanic males, and students of parents with at least a high school degree.Original language: EnglishHe has jointly authoredDemocracy and market: participation, accountability and efficiency (with Samuel Bowles and Bo Gustafsson, 1993). He is editor ofMacroeconomic policy after the conservative era: studies in investment, savings and finance (1995) and has written numerous journal articles. He is currently co-chair with Paul Romer of the MacArthur Foundation research project on The human side of economic analysis: economic environments and the evolution of norms and preferences.     

Predicting Girls’ Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors

Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls’ school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12‐14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions.     

Child neglect: developmental issues and outcomes

OBJECTIVE: This article highlights the manner in which child neglect, the most common form of maltreatment, affects children's development. METHOD: The review is organized according to three developmental periods (i.e., infancy/preschool, school-aged and younger adolescents, and older adolescents and adults) and major developmental processes (cognitive, social-emotional, and behavioral). Although the focus is on specific and unique effects of various forms of child neglect, particular attention is paid to studies that allow comparisons of neglect and abuse that clarify their similarities and differences. RESULTS: Past as well as very recent findings converge on the conclusion that child neglect can have severe, deleterious short- and long-term effects on children's cognitive, socio-emotional, and behavioral development. Consistent with attachment and related theories, neglect occurring early in life is particularly detrimental to subsequent development. Moreover, neglect is associated with effects that are, in many areas, unique from physical abuse, especially throughout childhood and early adolescence. Relative to physically abused children, neglected children have more severe cognitive and academic deficits, social withdrawal and limited peer interactions, and internalizing (as opposed to externalizing) problems. CONCLUSIONS: The current review offers further support for the long-standing conclusion that child neglect poses a significant challenge to children's development and well-being. Limitations with regard to the state of the knowledge are discussed and directions for future research are outlined.     

北京市中学教师专业发展水平的实证研究及其启示——基于北京江苏两省市的比较

中国期刊全文数据库检索表明,2003-2012十年期间北京、江苏两地中学教师发表于九个主要中学学科教学期刊的论文数量差异显著.苏、京两地中学教师人均发表论文数量比值为2.22,北京市中学教师人均发表论文数量约等于全国平均水平.这一结果从一个重要方面显示北京市中学教师专业发展水平较江苏省中学教师专业发展水平呈全面落后态势,北京市中学教师专业发展水平处于全国中等水平.在深入分析成因的基础上,提出了改进建议,这不仅对北京市中学教师专业发展具有重要的启示意义,而且也为我国中学教师专业发展提供了新的思路.     

Research and the Secondary School Teacher

To one degree or another, inclusion is the word of the day in public schools across the country, and as a result many general education teachers find themselves face-to-face in their classrooms with students who have been diagnosed with behavior disorders (BD). While the behavior of these students is frequently (and euphemistically) referred to as “challenging,” sizeable portions of public school teachers see their presence as little more than a painful problem. Perhaps these teachers simply do not feel up to the challenge and reflexively turn to their coping skills rather than their creativity. Their attitudes can be altered, however, and the educational process can be enhanced for everyone concerned, when universal design for learning (UDL) is adopted as the foundational approach in the classroom. This article makes the case for UDL, and provides a specific illustration of a lesson plan that utilizes UDL.     

教师发展学校：营造高校与中小学教师教育共同体

教师发展学校是营造高校与中小学教师教育共同体的重要载体.抓住共同体建设这一核心可以积极主动地应对当前教师教育面临的问题.教师发展学校营造高校与中小学教师教育共同体的突破口在于推进高校与中小学在教师教育上的合作,树立正确的合作理念,形成良性的合作机制,确立合作行动的主要内容与共享双赢的方针.在营造高校与中小学教师教育共同体的过程中,教师发展学校建设借助良好的外部策略环境创设,能彰显其丰富的内在价值.     

School inspection and supervision in Pakistan: Approaches and issues

This article traces how the concept of educational inspection has evolved in Pakistan, especially in the province of Sindh, and discusses whether the existing inspection system helps to improve quality and establish accountability. The inspection system that originated in colonial days has evolved to incorporate the notion of using supervision to provide a range of support to school-based efforts to improve performance. The shift, however, has been in terminology only, since it has not signalled a major shift in how the job is carried out in practice. The article argues that as a strategy for establishing accountability and improving quality in education, inspection and supervision rely on several interdependent variables. Improvements in educational quality will require a balance among three factors: the availability of relevant and adequate physical, human, and financial resources; effective and empowered leadership; and functional monitoring, evaluation, and professional support for schools.