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da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
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Maria Vlachou Eleni Andreou Kafenia Botsoglou Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358
Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term
effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context
where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently,
preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers
can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the
nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool
bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school
context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. 相似文献
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Ana Morais Fernanda Fontinhas Isabel Neves 《British Journal of Sociology of Education》1992,13(2):247-270
This study investigates the difficulties students encounter in problem solving in the area of sciences. Contrary to usual approaches of a fundamental psychological basis, the research takes into account the sociological processes of learning and transmission in both the family and the school. The aim of the study is to see the extent to which the students have recognition and realisation rules in the micro‐context of problem solving (specific coding orientation) and to find out the reasons which may underlie their difficulties. Thus the data obtained are related to social class, race and gender and also to pedagogic practices (differing in power and control relations) and school science achievement in high level cognitive competencies. They are also related to children's cognitive level. The results show a strong relation between social class and specific coding orientation to problem solving. The relation is also strong for race and weaker for gender. Specific coding orientation is also strongly related to cognitive development and science achievement. These relations differ for the variables according to realisation and recognition rules and their various indices. The study shows the positive influence of pedagogic practice, which constitutes a crucial finding to pedagogic change. 相似文献
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The research reported in this article is focused on the regulative context of the classroom and attempts to analyse the differential text production by students with different backgrounds (social class, race) and submitted to three different pedagogic practices. These practices, differing in power and control relations, required from the students specific socio‐ affective dispositions. The study explores the extent to which children possessed the specific coding orientation at the level of a given regulative pedagogic practice and also the underlying reasons. Bernstein's conceptual instruments of pedagogic code and also of recognition and realization rules were used to develop the analysis. 相似文献
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Maria Gouveia-Pereira Jorge Vala Augusto Palmonari Monica Rubini 《European Journal of Psychology of Education - EJPE》2003,18(3):309-325
This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”. 相似文献
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Science & Education - In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM... 相似文献
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The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy. 相似文献
20.
Efraim Fischbein Maria Sainati Nello Maria Sciolis Marino 《Educational Studies in Mathematics》1991,22(6):523-549
Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way. 相似文献