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101.
Eloise de Carvalho Yvonne Skipper 《Journal of Research in Special Educational Needs》2020,20(3):195-205
Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects. 相似文献
102.
Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior 下载免费PDF全文
J. Loes Pouwels Christina Salmivalli Silja Saarento Yvonne H. M. van den Berg Tessa A. M. Lansu Antonius H. N. Cillessen 《Child development》2018,89(4):1157-1176
The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed. 相似文献
103.
Carolyn Yvonne Haslam Richard Joseph Hamilton 《International Journal of Science Education》2013,35(13):1715-1737
This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety‐six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post‐test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand. 相似文献
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Yvonne Griffiths 《通化师范学院学报》2005,(12):27-32
The teaching of English as a foreign language (TEFL) experienced a major methodological shift in the1970s and 80s, with a move away from the Grammar-Translation (G-T) and Audio-lingual Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching (CLT) and other humanistic approaches. 相似文献
107.
Identifying academics' orientations to assessment practice 总被引:2,自引:0,他引:2
108.
In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/intercultural education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher education students. 相似文献
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This paper presents the results of a range of psychometric assessments which attempted to identify family and individual variables associated with father-daughter incest. Psychometric self-report measures were used to examine differences between families in which incest had been confirmed and a matched comparison group. Significant differences between the members of the incest and the comparison groups included behavioral and self-esteem problems in the daughters and differences in the familial environments of the two groups. Daughters who had been sexually abused reported lower levels of self-esteem about their intellectual and school status. Mothers in the incest group reported that their daughters had more conduct problems than the comparison mothers. The incest families were generally reported to be higher in conflict and organization and lower in cohesion, expressiveness, and active recreation. No differences between groups were found for levels of marital adjustment, self-esteem in mothers, or overall level of psychopathology in the perpetrators. 相似文献