Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.
Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002Frydenberg EBrandon CM(2002)The best of coping Melbourne: Oz Child [Crossref][Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.
The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme. 相似文献
As inactivity and obesity levels continue to rise, calls are being made for sport development action to be further directed towards capitalising on the value of community participation for health and social benefits. This paper seeks to highlight a current disconnect between physical activity and sport management research, and identify opportunities for collaboration. To date, the sport management literature has predominantly focused on sport as a form of entertainment with spectatorship outcomes, where professional codes are a commonly used setting of research inquiry. There has been less focus on organisational issues related to participation in sport and recreation. This is identified as a gap, given the current push towards increasing focus on sport and recreation promotion for community wellbeing. The present paper sought to examine physical activity and sport management research, to identify commonalities and potential for integration and co-operation. The outcome of this review is a conceptual framework, integrating socio-ecological models, taken from physical activity research, and sport development concepts derived from sport management theory. The proposed conceptual framework seeks to provide sport management researchers with direction in their efforts to promote participation in sport, recreation and physically active leisure domains, particularly for community wellbeing purposes. Furthermore, such direction may also enhance the capacity of researchers to capitalise on opportunities for collaboration and integration across domains of inquiry. 相似文献
The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore... 相似文献
This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless school. The argument is developed drawing data from a study being conducted by the authors into the impact of risk management on teacher work and identity in a number of Australian primary schools (McWilliam, Singh & Sachs, 2002 Managing Risk in Primary Schools: Teachers professional Identity and Work Practices, ARC Discovery Project Funded by the Australian Research Council). The argument put is that risk minimisation as a system of management and surveillance (including self-surveillance) is producing some effects (whether intended or not) that are counterproductive for teachers and, indeed, for children, the very group they are purported to protect. In order to counter the more pernicious effects of this logic, teachers need actively to engage in seeking ways to optimise child protection and staff protection simultaneously. 相似文献
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
Research Findings. This study investigated the quality of child care programs based on what children do while they are in these programs. Observing engagement is one method of measuring the effects of child care environments. Engagement refers to the amount of time children spend interacting with the environment in a developmentally and contextually appropriate manner. Group engagement was measured by repeatedly counting the percentage of children engaged in child care classrooms from two different licensing levels. Results showed that engagement levels were related to independent measures of program quality. Furthermore, engagement levels differed as a function of licensing level. Policy Implications. Observation of group engagement is an effective and unique measure of program quality. The group engagement measure not only discriminates between levels of quality; it focuses directly on child behavior and child experience offering a much- needed supplement to global and teacher-related measures. Observation of group engagement is both uncomplicated and expeditious, making it an ideal measure for use by licensing personnel as well as child care staff. 相似文献
Tertiary educators increasingly recognize the benefits for student learning of collaboration and group work; however, it is commonly perceived that examinations should be completed without the opportunity for interaction with other learners or use of relevant resources. An alternative approach is suggested in this article, based on the sociocultural concept that learning is a fundamentally social process, and on the notion of dynamic assessment (Magnusson et al. 1997Magnusson, S.J., Templin, M. and Boyle, R.A.1997. Dynamic science assessment: a new approach for investigating conceptual change. Journal of the Learning Sciences, 6: 91–142. [Taylor & Francis Online], [Web of Science ®][Google Scholar]). The primary advantage of this approach is that students are given the opportunity to learn during the assessment, rather than simply being penalized for not knowing. Student feedback, both qualitative and quantitative, suggests that learning is significantly enhanced by this approach. Drawbacks include the possibilities of regressive collaboration and student ‘loafing’; however, these concerns can be addressed within the overall assessment context. 相似文献
This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and
towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise
as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates
the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity
is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent
clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’
as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a
monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of
pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy
that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social
and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning
environment in higher education.