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41.
Helen Askell-Williams Michael J. Lawson 《Asia-Pacific Journal of Teacher Education》2013,41(2):126-143
This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed. 相似文献
42.
43.
Abstract The relationship between people and the rest of nature is central to the debate concerning the management of natural resources. An understanding of how environmental concern is reflected in people's attittudes and value systems is important for the development of responsive environmental management. Effective attitude measures already exist, most notably the New Environmental Paradigm scale. Since this measure was produced, however, certain issues not addressed by the scale have become increasingly important within the environmental debate. These include concepts such as the intrinsic value of nature, or the moral duties of humans to the rest of nature-issues that surface repeatedly in the environmental literature. The study has shown that it is possible to include references to the intrinsic value of nature, as well as the moral duties people have to the rest of nature and to other human beings, within a reliable and unidimensional attitude scale. 相似文献
44.
Helen Penn 《International Journal of Inclusive Education》2013,17(1):101-114
There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund. 相似文献
45.
Graham Butt Ann Lance Antony Fielding Helen Gunter Steve Rayner Hywel Thomas 《School Leadership & Management》2013,33(5):455-471
Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures. 相似文献
46.
In summary, the Circle House Residential Treatment Program for abusive families did meet its goals of protection of the child without separation from the family. The program was also effective in making and executing permanent plans for children in a relatively short period of time, but at huge financial cost.Residential care tor abusive families may be feasible if planned for 12–18 families at a time, thus utilizing staff fully. Also, in the Circle House program the single-parent families were clearly able to utilize the program to deal with their child-care techniques. Because the program was primarily geared to improving child-rearing patterns, some fathers in two-parent families, who viewed themselves as only occasional disciplinarians, never really participated in the program. Some were successful in learning new techniques, others were not.Residential care may also be more feasible if utilized as a diagnostic and prognostic facility with enhanced opportunity for long-term relationships to be formed, rather than as a primarily treatment facility, with the expectation of improvement and “cure.” Treatment of abusive families then becomes long-term supportive care no matter how intense the initial intervention. Even with the multitude of services of Circle House at the beginning phase of diagnosis and treatment of a family, this does not reduce or remove the need for ongoing long-term services. The true results of present intervention will be measured in future generations. 相似文献
47.
Christopher F. Sharpley Geraldine M. Parsons Helen Tillinh 《Psychology in the schools》1989,26(4):411-414
The effects of three routine classroom tasks upon heart rate reactivity were investigated with a sample of 30 typical fifth-grade children. Instructions for a mental arithmetic task, the mental arithmetic task itself, and silent reading were administered under standardized conditions, with a reward being offered for performance on the mental arithmetic task to enhance competition. Heart rate was individually monitored each second during these tasks, and data were collected on mental arithmetic performance and reading ability. Results indicated that some children showed large increases in their heart rates during the three tasks, and that these children should be considered as at-risk in terms of their cardiac health. 相似文献
48.
This article focuses on the evaluation of thesis supervision and highlights the vast range of problem areas presently documented as significant areas of concern for both graduate students and their supervisors. Additionally, the authors report on a study completed in 1995, which surveyed all Australian universities about current evaluative practices in postgraduate supervision. The conclusion of this study was that the conduct of such evaluations appears to be minimal and is primarily designed to obtain an indicator of the general health of a university's postgraduate supervision rather than to foster improved supervisory practices. As part of the same study, the authors conducted University faculty-based student and supervisor focus groups. Key issues emerging from these focus groups were: (1) the importance of relational aspects of supervision as the student communicates over the long term with one or more supervisors; (2) the importance of systematic feedback, monitoring, and evaluation to the supervisory process; and (3) the lack of strategies to facilitate this evaluative feedback process. On the basis of these findings, the authors designed evaluative strategies to facilitate regular ongoing feedback between students and supervisors. 相似文献
49.
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic. 相似文献
50.
International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named ‘dispositions’ and ‘working theories’. These constructs are complex notions that require interpretation by researchers and teachers in order to be recognised as outcomes by those with a vested interest in children's education: parents and policy-makers. This paper engages with the construct of working theories. It explains its genesis and outlines research activity thus far. The paper draws on findings from a two-year qualitative research project exploring children's interests, inquiries and working theories. The paper analyses two vignettes of working theories into mutually constitutive components of knowledge, skills and strategies, and attitudes and expectations. It argues that deconstructing working theories into elements able to be recognised by those outside early childhood education provides a way to demystify these innovative outcomes. Such scrutiny may assist parents and policy-makers to understand ways that the learning they value is present in the early years. Further, holistic outcomes are responsive to research and scholarship on appropriate pedagogy that encourages children to develop identities as learners, identities critical to living in the twenty-first century. 相似文献