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71.
72.
Maria Luisa Genta Ersilia Menesini Ada Fonzi Angela Costabile Peter K. Smith 《European Journal of Psychology of Education - EJPE》1996,11(1):97-110
Anonymous questionnaires assessing the amount and nature of bullying/victimization were given to 1379 primary and middle school pupils (8–11; 11–14yrs) in two towns of Central and Southern Italy, Florence and Cosenza. The questionnaire closely followed the design of Olweus (1991) and Whitney and Smith (1993). Results were analysed in terms of percentages of bullying others and being bullied, types of bullying behaviour, where it occurred and who were the perpretators. Bullying was reported in both Italian areas at a more substantial level than found in other countries, including Norway, England, Spain and Japan, although it presented similar structural features to those reported elsewhere: being bullied decreased in older pupils, bullying others was most likely to be admitted by boys, the perpetretators were in the same class as the victims. Considering direct and indirect forms of bullying, year and gender differences are discussed for the two Italian areas and in cross-national perspective. 相似文献
73.
Angela Petit 《Technical Communication Quarterly》2001,10(4):365-386
Focusing on an environmental debate that took place in southeastern Louisiana, this study analyzes the experiences of several women who were identified as the debate's domestic, virtuous women: nurturing caretakers who entered public space to speak out as conservators of home and family. While acknowledging how powerful this public stance can be, this study also highlights the limitations of an identity that enables women to access political spheres traditionally closed to them but ultimately dismisses these voices when decisions about the environment must be made. 相似文献
74.
Shu-Chen Yen Yafen Lo Angela Lee JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed. 相似文献
75.
Lachlan Crawford Leslie Sharpe Hu Chun S. Gopinathan Moo Swee Ngoh Angela Wong 《Asia-Pacific Journal of Teacher Education》2002,30(1):67-78
Members of this research team are investigating the use of multipoint desktop video conferencing (MDVC) technology in Singapore to enhance the National Institute of Education's schools practicum partnership model. The project builds on the Singapore ONE ATM island-wide network and the high-speed ADSL line access provided by Singtel Magix. This infrastructure provides state-of-the-art support for the White Pine CU-SeeMe Meeting Point server and client software that enables students on teaching practice to conference with each other and their university-based supervisors. A typical conference involves four of five students at different schools and one staff member at the National Institute of Education in Singapore. These conferences provide opportunities for professional sharing between staff and students without the limits of time and space which are traditional constraints on conventional teaching practice. 相似文献
76.
Angela Clarke Terry Johal Kristen Sharp Shayna Quinn 《International Journal for Academic Development》2016,21(4):364-376
Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe. 相似文献
77.
Angela Vatalaro Anne McDonald Culp Debbie L. Hahs-Vaughn Amanda C. Barnes 《Early Childhood Education Journal》2018,46(4):451-466
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge. 相似文献
78.
Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs 总被引:1,自引:0,他引:1
This article discusses the importance of helping preservice teachers develop a sense of self-awareness. This involves, in part, helping preservice teachers develop an ability to examine and identify the personal characteristics, beliefs and attitudes that make them who they are and influence the way they think about teaching and learning. The authors offer several suggestions for creating a climate in teacher education programs that will promote a developing sense of self-awareness in preservice teachers. 相似文献
79.
The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme 总被引:2,自引:0,他引:2
This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions. 相似文献
80.
There is a growing body of evidence that children with dyslexia have problems not just in reading but in a range of skills
including several unrelated to reading. In an attempt to compare the severity and incidence of deficits across these varied
domains, children with dyslexia (mean ages 8, 12, and 16 years), and control groups of normally achieving children matched
for IQ and for age or reading age, were tested on a range of primitive (basic) skills. The children with dyslexia performed
significantly worse than the same-age controls on most tasks, and significantly worse even than the reading-age controls on
phoneme segmentation, picture naming speed, word tachistoscopic word recognition, speeded bead threading and some balance
tasks. The overall performance of the children with dyslexia is interpreted as showing less complete automatization than normal. 相似文献