小学生欺负问题的干预研究

Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was greater than that of grade five. Moreover, pupils’ sense of security in school and the teachers’ awareness and problem-solving ability were also improved. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 95–99     

The experience of bullying among secondary school students

The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have important implications for antibullying interventions. © 2010 Wiley Periodicals, Inc.     

Preschool work against bullying and degrading treatment: experiences from an action learning project

This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, ‘hit the target’ in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as ‘missing the point’. Didactic implications for further preschool action learning projects are discussed.     

浅谈教师对中学生英语自主学习能力培养的作用

培养学生的自主学习能力是课程改革的任务之一,而自主意识是培养学生自主学习能力的前提。英语教师要更新教学理念,培养学生的自主学习意识,激发和培养学生学习英语的兴趣,使学生树立信心,养成良好的学习习惯和形成有效的自主学习方法和策略。     

Transitions to school: reframing professional relationships

Systemic splits between pre-compulsory and compulsory early years education impact on transitions to school through discontinuities in children’s experience. This paper presents data from a critical participatory action research project about transitions between pre-compulsory and compulsory early education schooling in Australia. The project aim was to investigate how transitions to school might be enhanced by developing deeper professional relationships and shared understandings between teachers from both sectors. Within the communicative space afforded by a professional learning community, the participants engaged in critical conversations about their understandings of transitions practices and conditions, including systemic differences. Data analysis provides a snapshot of changes in teachers’ thinking about professional relationships, continuity and factors influencing cross-sectoral professional relationships. Findings suggest that affording opportunities for teachers to re-frame cross-sectoral professional relationships has led to transformative changes to transitions practices, understandings and conditions.     

Using working agreements in participatory action research: working through moral problems with Malaysian students

In this paper we propose that taking time before the work begins to develop agreements about how to work together in participatory action research enables researchers to directly address several ethical issues that can be problematic in this type of research: gaining fully informed consent; in-group confidentiality; cultural misconceptions; and protecting participants from risky self-disclosures. We begin by discussing some of these ethical challenges that can arise in participatory work, especially with young people. We argue that these issues are magnified and politicised in certain politico-cultural settings, and therefore are all the more important when working cross-culturally. Drawing on the findings of the lead writer’s doctoral thesis, which sought to find a more relevant way of teaching moral education in a Malaysian setting by including the voices of young people, we show how participants responded to attempts to address these issues by creating a safe space in which to discuss sensitive topics through the use of a working agreement. Responses indicate that when such an agreement was in place, the young people in this Malaysian study experienced a greater sense of safety, greater encouragement to participate, and were more confident in their ability to solve ethical problems than in situations where there was no working agreement. Furthermore, the agreement enabled the researcher to be more aware of, and responsive to, the cultural context of the participants.     

An Exploration of Attitudes towards Modern Biotechnology: A study among Dutch secondary school students

Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made.     

From voicing your opinion to politicised voice: a youth-led social justice class at an urban continuation high school

This article examines the work of three urban youths as they designed and taught a social justice class at an urban continuation high school in California, USA. Drawing from a two-year ethnographic study of the project, it shows that youth participants constructed a set of imagined binaries to frame teachers, schoolwork and coercion in opposition to students, voice and liberation. The article examines how the youths distinguished ordinary coercive teaching from their own liberatory teaching, creating a coercive/liberatory binary that served as metaphor for a series of binaries shaping their approach to social justice education: teacher/student, adult/youth and schoolwork/voice. It concludes that although the social justice class accomplished many important aims, the reconstruction of and reliance on a coercive/liberatory binary within the project ultimately limited its effectiveness as a social justice education effort.     

Today's learning objective is to have a party: playing research with students in a secondary school special needs unit

The use of creative methods has been advocated within disability and childhood research as a means of including voices of inarticulate participants in research, as it can support and supplement the use of conventional language. This paper draws on a research project aimed at designing ‘the best school in the world’ with five students in a special needs unit of a secondary school in a socially deprived community in England, to suggest the use of playful creative methods in generating and representing data in inclusive education research. Play, as an activity occurring in an actual social reality yet not completely governed by its rules, offers an interesting starting point for researchers interested not only in describing the existing world but also in imagining viable alternatives to it. This paper discusses how using a playful methodology had an impact on power relations and provided an accessible context to foster participants' engagement in reflexive discussions about social norms and values. Creative and playful methodology was also useful in transgressing the primacy of language in educational research, thus opening spaces for other aspects of experience to be included in the analysis. A video abstract of this article can be viewed at: http://youtu.be/Lt9l1eab6rQ .     

Attitudes of secondary school students towards doing research and design activities

Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.     

Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation

Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87 %; M_age = 14.41 years, SD_age = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.     

Three secondary school teachers implementing student-centred learning in Iraqi Kurdistan

In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study.     

Polyphony in the classroom: reporting narrative action research reflexively

Against the background of Swedish preschool's historical and traditional functions in Swedish society, this article focuses on some of the choice points and their implications for professional and organisational development in preschool. By combining feminist pragmatism and feminist action research, some analytical points are made regarding the significance of organisational settings and the limitations they can have on the professional practices within the organisational setting. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers. The role of action researchers is described in terms of positions and ethics. The latter is presented as particularly important.     

独立学院的办学定位与办学主体转换——依托名校办分校的“办学主体转换机制”研究

实现独立学院办学主体转换的途径是独立学院确立自己的办学定位,并且建设与这种定位相适应的师资队伍和人才培养体系。独立学院现阶段的办学定位是办好大众化高等教育,为社会培养和输送应用型人才。师资队伍建设的重点是增强教师的实践素养,培养和引进骨干教师组建教学团队。探索建构"大众化、应用型"人才培养体系,要认真研究和借鉴工程教育的教育理念和教育模式。     

The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools

Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools.

Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described.

Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years.

Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying.

Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools.

Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools.     

Theatre of the Commons: a theatrical inquiry into the democratic engagement of former refugee families in Canadian public high school communities

Background: This paper describes the creation of a theatrical commons that aimed to broaden and deepen democratic engagement between diverse citizens in one public school community in Manitoba, Canada.Purpose and method: The researchers considered how Forum and Image Theatre provided former refugee youth, guardians, parents and the general public with the opportunity to name and invent different possibilities to address complex school community challenges at an individual and at a policy level. The study utilised critical participatory action research that drew heavily on the theatrical imaginations of Augusto Boal and David Diamond.Main arguments and conclusions: Three recommendations were derived from the findings as they related to the research questions and literature: (1) that Image and Forum Theatre can be used to connect public education to the pursuit of transformative democracy; (2) that Image and Forum Theatre would be a useful means of informing system planning and reflection, and; (3) that a theatrical commons has value for creating space for marginalised voices to influence decision-making.     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.     

中职生学校生活质量评定量表的编制

参照澳大利亚教育研究评议会《学校生活质量量表（QSLS）（中学版）》,结合中职生学校生活现状,编制《中职生学校生活质量评定量表》,对426名中职生进行测试,并对测试结果进行了探索性因素分析.研究结果表明：中职生学校生活质量包含学校认同感、校园环境、自我认知、同伴关系、师生关系、成就感、积极情感和消极情感8个因子.利用新量表进一步对468名中职生进行测试,对测试结果进行验证性因素分析,发现模型拟合度较好.量表具有良好的信度与效度,可以作为中职生学校生活质量评定的工具.     

Exposure to bullying,reactions and psychological adjustment of secondary school students

A sample of 575 secondary school students aged 11–15 years was administered a checklist on experiences of bullying, then divided into groups of victims, witnesses and not exposed, and by gender. Participants completed the Strengths and Difficulties Questionnaire on psychosocial adjustment. Victims and witnesses completed another questionnaire on the extent to which they would endorse retaliation/vengeance and avoidance towards the perpetrator. Girls reported being victimised significantly more than boys. Amongst victims, boys scored higher than girls on desire for retaliation/vengeance and on externalising behaviours; girls scored higher on internalising behaviour. Experience of bullying victimisation, rather than merely witnessing it or not being exposed to it, was associated with internalising behaviours for both boys and girls. These measures of psychosocial adjustment were associated with the desire for retaliation/vengeance. Implications are discussed of the links between gender, exposure to bullying, reactions and psychosocial adjustment of secondary school children.