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101.
Karin Priem Geert Thyssen 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):828-845
In the past few decades, increasing attention has been devoted within various disciplines to aspects previously considered trivial, among which are images, material objects and spaces. While the visual, the material and the spatial are receiving ever more consideration and the myriad issues surrounding them are being tackled, their convergence in educational settings across time and space has thus far remained underexplored. A travelling photo exhibition, The Family of Man, will serve as a starting point in this paper for addressing some of the complexities inherent in this convergence and thus highlight an essential yet neglected feature of education: its reliance on, and creative use of, multiple “modes” of communication and representation when attempting to produce learning effects. As a particular educational constellation that went on to travel throughout the world and interact with the contexts in which it moved, The Family of Man was anything but neutral in design. The paper will show just how carefully it was composed to promote meaning-, power-, and knowledge-making in accordance with its mission. This border-crossing installation thus constituted a spectacle of different interacting views, forms, surfaces, lighting effects, panoramas, movements, captions and other factors that aimed to create order among things and people. Nevertheless, the paper argues, “theatres of display” in education such as this do not imply determination and causality of effects, but rather provide “uncertain conditions” within a spectrum of “actors” and “actants”. The paper relates this to the manifold affordances of objects, images, places and so on, to disruptions of meaning in their convergence across time and space and to “emancipation” on the part of learners. 相似文献
102.
Paul D. Flaspohler Jennifer L. Elfstrom Karin L. Vanderzee Holli E. Sink Zachary Birchmeier 《Psychology in the schools》2009,46(7):636-649
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. 相似文献
103.
Karin Bertills Mats Granlund Örjan Dahlström Lilly Augustine 《Physical Education & Sport Pedagogy》2018,23(4):387-401
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment. 相似文献
104.
Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination. 相似文献
105.
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107.
Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had
thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated
with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving
school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation
with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment
and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated
with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory
tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to
be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy
elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling.
The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring
agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes. 相似文献
108.
Karin Lager Sonja Sheridan Jan Gustafsson 《Scandinavian Journal of Educational Research》2016,60(6):694-708
There is increasing activity in the area of quality issues in education in Europe. Diverse discourses of policy for quality are encountered in daily practice. This article explores systematic quality development work in a Swedish educational setting: the leisure-time centre. By following 2 teachers’ enactments of policy in planning, organising, documenting, and evaluating the quality of a leisure-time centre and children's achievement of objectives, different logics were found. Tensions in practice that visualise pluralistic intentions in policy and educational approaches were also revealed. Planning and organising as parts of systematic quality development work reveal an emerging individualistic perspective. However, when teachers carry out documentation and evaluation, they reconstruct a social pedagogical approach grounded in the tradition of the leisure-time centre with a group-oriented focus. 相似文献
109.
The outcome of a training study attempting to increase German speaking poor readers’ reading fluency is reported. The aim
of the training was to help children establish orthographic representations for a limited set of training words as well as
for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a computerized training of repeated
reading of a limited set of 32 training words over a period of up to 25 days. Each day, training words were presented up to
six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training
day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests.
However, even for the limited set of training words, a remarkable amount of repetitions did not lead to age adequate word
recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically
reliable but small.
The current study was funded by the Jubilee Fund of the Austrian National Bank (grant no. 8501). Karin Landerl is currently
supported by an APART-grant of the Austrian Academy of Science. 相似文献
110.
Karin J. Spencer Liora Pedhazur Schmelkin 《Assessment & Evaluation in Higher Education》2002,27(5):397-409
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views. 相似文献