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Andy Adams 《海外英语》2007,(4):24-25
On the advice of his companion they had brought along blankets. The women of the ranchito brought other bedding, and a comfortable bed soon awaited the Americans. 相似文献
156.
Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential. 相似文献
157.
Andy Miller 《教育心理学》1995,15(4):457-471
It is now almost a quarter of a century since the publication of the first paper demonstrating the effects of a behavioural approach within a British school setting (Ward, 1971). In the intervening period, a succession of papers, mostly in the form of case studies, have extended such work. However, accounts have also frequently drawn attention to the fact that such methods do not always correspond with teachers’ more intuitive approaches to the behaviour of pupils they deem difficult to manage. This paper considers the various attempts that have been made to synthesise behavioural approaches with other theoretical frameworks in order to understand better these recurring problems of implementation within educational settings. One prominent psychological perspective that has been relatively neglected from these considerations is that of attribution theory. This paper reports on an interview study of 24 primary age‐range teachers who had successfully adopted a behavioural approach to a difficult pupil in consultation with an educational psychologist (EP). An analysis is made of these teachers’ attributions for the origins of the pupils’ behaviour and for the improvements that are achieved. The results indicate that different models of attribution are applied by the teachers to the pupils, parents and themselves, suggesting that for sustained and generalisable improvements, EPs may need to take a much more explicit and detailed approach to teachers’ construing of difficult behaviour as well as their actions in response to it. 相似文献
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Erin Edwards Andy Walker Kathleen Bergeson John Louviere Kris Robinson Joseph Higgins Charles Harris 《TechTrends》2001,45(1):29-31
Conclusion The development of templates such as Genetics in Practice is feasible and presents the potential to be a powerful training
tool for online instruction. It is important to keep in mind, however, that use of the tool does not ensure quality case-study
development. 相似文献
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Andy Furlong 《British Journal of Sociology of Education》1986,7(4):367-377
The purpose of this paper is to clarify some popular misconceptions within the sociology of education about the mechanisms which maintain the position of women within the labour market. Sociologists have often argued that the experiences of young women within the educational system are largely responsible for maintaining the existing sexual division of labour. I will be suggesting here that the influence exerted within the educational system is limited, given the strength of parental, and particularly maternal, role models upon the development of female occupational aspirations. 相似文献
160.