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51.
Mairéad Foody Helena Murphy Paul Downes James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013. 相似文献
52.
There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles. 相似文献
53.
Agnés Danis 《European Journal of Psychology of Education - EJPE》1997,12(3):261-272
The purpose of this study was to determine whether the dynamics and structure of mother-child interactions around toys vary with the familiarity of toys. Twelve mother-child dyads with a 5- or 9-month-old infant were filmed two consecutive 5-minute sessions in the presence of familiar or novel objects. By relating the mother’s behaviour to her infant’s, we were able to define episodes consisting of phases of joint engagement of the two partners on the same topic or reference object. In a context involving familiar objects, mothers more often took the initiative to introduce a topic, and they kept the child’s attention focused on the object for longer periods, by means of various manipulations. In contrast, the attractiveness of the novelty gave the infants more initiative, and the mothers followed the child by providing mostly verbal support. 相似文献
54.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
55.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
56.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献
57.
Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view
of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called
chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks
in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which
scientific change is assimilated by their writers.
This research was partially supported by the program BHA2002-04611-CO3-02 相似文献
58.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
59.
Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed. 相似文献
60.