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Bystanders in Schools: What Do They Do and What Do They Think? Factors Influencing the Behaviour of English Students as Bystanders 总被引:1,自引:0,他引:1
This article reports on the English data from an international research project. Students' reports of being bullied are detailed but the main emphasis is on the role of the bystander, that is, what students did when they witnessed bullying in school and the reasons they gave for their actions. The study found that there were differences between students, in particular between primary and secondary phase students, and schools, in these areas. The responses are explored and the characteristics of those who intervened or did not. The implications for research and practice are debated. 相似文献
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This study explored the judgments and reasoning of Chinese adolescents (13-18 years of age) from 3 regions of mainland China (N = 574) regarding procedures for making decisions involving children in peer, family, and school contexts. Participants evaluated 2 democratic decision-making procedures (majority rule and consensus) and decision making by adult authorities for 2 decisions embedded in each social context. Judgments and reasoning about decision-making procedures varied by social context and by the decision under consideration, and evaluations of procedures became more differentiated with increasing age. The findings reveal that concepts of rights, individual autonomy, and democratic norms (majority rule) are salient aspects of Chinese adolescents' social reasoning and are used to evaluate critically existing social practices. 相似文献
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Oliver Boyd‐Barrett 《Educational studies》1990,16(2):169-185
The decade 1980‐90 was one of great importance for educational computing. The outstanding feature of the first half of the decade was the Micro‐electronics Education Programme (MEP) which ran from 1981 to 1986. This period may be described as one of relatively open‐ended exploration. In the second half of the decade, by contrast, there was a sharpening of policy goals and a move towards curriculum compulsion. This paper seeks to establish the key role of central government in promoting the use of computers in schools. It notes a shift throughout the decade away from a rationale based on industrial and vocational considerations towards a rationale based on considerations of effective teaching and learning. But it argues that there is still a need for greater clarification of objectives and more precise identification of the resources necessary to meet those objectives. 相似文献
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