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531.
Donna S. Cross Kevin C. Runions Ken A. Resnicow Eileen F. Britt Caitlin Gray 《Psychology in the schools》2018,55(5):464-475
Intervention approaches to bullying are largely preventive in nature, and even these have been shown to be ineffective, if not iatrogenic, with adolescents. Responses to bullying are limited to traditional punitive approaches or “no‐blame” approaches aiming to restore the relationship between the targeted students. Neither of these approaches may effectively engage the perpetrator of bullying at a motivational level, and we propose motivational interviewing (MI) as a means of promoting meaningful behavioral change among youths who bully. We provide a narrative review of MI and map its core features onto the extant literature on self‐reported motivations for bullying, highlighting the ways that MI fits with bullying and could serve as a potent solution that could be deployed by school psychologists and other student support staff members. Qualitative preliminary feedback and initial competency in MI from trained practitioners are presented as preliminary data from a cluster‐randomized control trial, documenting school staff perspectives on the integration of MI into their approach to bullying with recommendations for integrating MI into school settings. 相似文献
532.
Hamish Coates Gwilym Croucher Kenneth Moore Umesha Weerakkody Mollie Dollinger Ilke Grosemans 《高等教育研究与发展》2020,39(6):1122-1139
ABSTRACT The growth of the doctorate in recent decades has spawned concerns about programme quality and external relevance. This article reports findings from research conducted in Australia that was shaped by the view that the doctorate remains in need of educational clarification and design. The research generated insights that can be used to modernise and realign the doctorate. First, this article discusses the development of a doctoral education framework. Next, it presents results from a questionnaire developed using the framework and administered in a national survey to both five-year-out doctoral graduates and to doctoral experts. This identifies the need to design programmes that better orient and align research training with students’ professional aspirations, incorporate more real-world forms of learning, enhance traditional aspects of research training and provide structured reports of doctoral outcomes, experiences and preparations. The results underpin the need for more specific analyses of outcomes and assessment, the nature and distribution of doctoral experiences and the design and management of the resources that go into doctoral education. 相似文献
533.
Ken Gibson 《Teachers and Teaching》2013,19(1):3-15
In contrast to subjects such as mathematics and the sciences, it has been argued that technology education lacks a clear definition and a clearly defined knowledge base. This discursive article seeks to inform the debate by highlighting the matter of subject definition and in addition to examine the key issue of the knowledge which underpins technology education. The nature of the knowledge involved in technology education is explored by focusing on the types of knowledge (declarative/conceptual, procedural and conditional/strategic) that are required to secure full engagement with this subject. Drawing on extant literature on knowledge, the article takes technology as its focus and highlights the challenges this presents for teachers. A conceptual framework based on the presented evidence is included to show the relationships between knowledge and the skills, the problem‐solving and the values that are integral to technology education. This article concludes that to be effective, technology teaching must be based upon an appropriate subject definition indicating what it is endeavouring to achieve. In addition the existence of such a specialist subject knowledge base must be fully acknowledged, and at the same time there must be full recognition of the need to draw upon relevant knowledge from other subject areas in an appropriate manner in order to inform classroom teaching of the subject. 相似文献
534.
Part of the main: a project for English 总被引:1,自引:0,他引:1
Ken Jones 《English in Education》2006,40(1):80-91
The teaching of English in England has been transformed over the last two decades by powerful, top‐down orthodoxies, that in turn relate to a European‐wide shift in education towards market‐orientated, neo‐liberal policy goals. One of the effects of this reshaping is that the openness of English to popular cultures has been lessened and its links to the interests of social movements attenuated. Yet, unlike its conservative predecessor, present‐day policy orthodoxy seeks not so much the obliteration of the cultural interests that sustained English than their translation into a new form, in which ideas of ‘creativity’, ‘personalisation’ and ‘innovation’ are reinterpreted in neo‐liberal terms. The article considers how, in such complex conditions, the principles of a new project for English can be developed. 相似文献
535.
Jeremy Roschelle Ken Rafanan Ruchi Bhanot Gucci Estrella Bill Penuel Miguel Nussbaum Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419
Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning. 相似文献
536.
Ken Scott Tennie Sanders-McBryde 《Community College Journal of Research & Practice》2013,37(2):146-149
ABSTRACTThe American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges. 相似文献
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