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141.
The degree to which teachers' perceptions of a student can be distorted by characteristics indigenous to teachers, as well as students, were investigated to determine whether teachers would initiate a referral for special education. Sixty-five teachers volunteered for participation. Twenty-seven of them were experienced, having had their own classrooms in a public school. Thirty-eight were preservice student teachers who had not yet had their own classrooms. Teachers were evaluated to have had either an internal or external locus of control and were judged to have had either a high or low opinion of self according to either of two separate scales. After viewing two video tapes of two elementary-aged students (one student was severely emotionally disturbed [SED] and the other non-SED), teachers rated the children on several child characteristics and referral questions. Results revealed that the locus of control and self-esteem of teachers, in conjunction with teaching experience and a child's characteristics, can predict teachers' inclinations to refer children. Findings point to the need to place greater care in the initiation of referrals. © 1997 John Wiley & Sons, Inc. 相似文献
142.
143.
This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
144.
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146.
Archetypal psychology suggests the possibility of a punishment archetype representing the unconscious preferences of human
beings as a species about what constitutes appropriate ways for leaders (students, teachers and educational leaders) to correct
followers who do harm to others. Mythological analysis compared God’s process of punishment, in the Abraham myth, with the
theories of Scheler (1973), Kierkegaard (1987) and modern management theory about punishment. While modern theory focused
on a contingent tit-for-tat relationship between doing harm and reprisal for it, God used punishment and forgiveness to reestablish
effective moral relationships between the harm-doer and the harmed persons. God always forgave harm done to himself, and generally
punished harm done to others but then forgave unilaterally, without waiting for Abraham to improve. If students and educators
are unconsciously predisposed to expect that punishment is a long term educational activity intended to allow the harm-doer
to atone, repent and re-establish effective working relationships with harmed persons, then the focus of modern punishment
theory on intimidation will be ineffective and generate unconscious resistance. 相似文献
147.
Gary Neil Marks 《Higher Education》2009,57(1):71-84
Australia’s Higher Education Contribution Scheme (HECS) is an income contingent loan scheme, in which university students
pay back part of the costs of their tuition after their post-university income reaches a certain threshold, is an important
policy innovation for the financing of higher education. However, its critics claim that HECS increases socioeconomic inequalities
in higher education and the HECS debt reduces the ability of young people to make the transitions to adulthood. This paper
investigates these claims. There is no evidence that socioeconomic inequalities in higher education in Australia increased
after the implementation of HECS in 1989 or the 1997 reforms. The magnitude of the HECS debt was found to have a negative
impact on the transition to parenthood, but had no negative impacts on other transitions to adulthood: leaving the parental
home, marriage and home ownership. Its effects on parenthood were moderate compared to other influences, such as full-time
work in the previous year, marriage and being in a de facto relationship. Furthermore, only a small proportion of young people
who attended university have large enough HECS debts for it to affect their fertility decisions.
相似文献
Gary Neil MarksEmail: URL: http://www.melbourneinstitute.com/people/gmarks/ |
148.
Neil Stephens 《British Journal of Sociology of Education》2009,30(5):537-548
The sociological study of education involves focusing upon teaching and learning, upon explicit instruction and the acquisition of the tacit knowledge and skills that are essential if learners are to become enculturated into a new habitus. Sociological insight into these processes can come from research on conventional educational settings, but is greater when unfamiliar, settings are studied. This paper focuses upon a pedagogic setting of an unconventional kind – a martial art, capoeira. 相似文献
149.
Neil H. Spencer 《Teaching Statistics》2010,32(1):24-27
This article describes how a demonstration of statistical (or other) software can be recorded without expensive video equipment and saved as a presentation to be displayed with software such as Microsoft PowerPoint. Work carried out on a tablet PC, for example, can also be recorded in this fashion. 相似文献
150.
Chris Pocock Neil E. Bezodis Keith Davids Jamie S. North 《European Journal of Sport Science》2018,18(10):1309-1316
Place kicks in Rugby Union present valuable opportunities to score points outside the spatiotemporal dynamics of open play but are executed under varying performance constraints. We analysed effects of specific task constraints and relevant contextual factors on place kick performance in the 2015 Rugby Union World Cup. Data were collected from television broadcasts for each place kick. In addition to kick outcomes, contextual factors, including time of the kick in the match, score margin at the time of the kick, and outcome of the kicker’s previous kick, were recorded. Effects of spatial task constraints were analysed for each kick, using distance (m) and angle (°) of the kick to the goalposts. A binomial logistic regression model revealed that distance from, and angle to, the goalposts were significant predictors of place kick outcome. Furthermore, the success percentage of kickers who missed their previous kick was 7% lower than those who scored their previous kick. Place kick success percentage in the 10 minutes before half-time was 8% lower than the mean tournament success percentage, which was 75% (95% CI 71–78%). The highest kick success percentage was recorded when scores were level (83%; 95% CI 72–91%). Our data highlighted how subtle changes in task constraints and contextual factors can influence performance outcomes in elite performers in international competition. Fluctuations in place kick success suggested that individual constraints, such as thoughts, emotions and fatigue, induced during competition, could interact with perceptions to influence emergent performance behaviours. 相似文献