Bullying,moral disengagement and empathy: exploring the links among early adolescents

The present study examined possible interactive links between empathy (cognitive and affective), moral disengagement (MD) and various bullying forms using a mediation model in 301 Greek early adolescents (10–12 years old). Results indicated that both dimensions of empathy were significantly negatively correlated, whereas MD was positively correlated with bullying forms. Two mediation models were tested separately for each gender. Mediation analysis indicated that boys with low affective, but not cognitive, empathy were more likely to demonstrate morally disengaged behaviour which in turn increased self-reported bullying involvement. Moreover, boys with high MD were more likely to report cognitive and affective empathy which resulted in greater direct and indirect relational bullying. In the case of girls, low affective and cognitive empathy evoked highly morally disengaged behaviour which triggered greater involvement in several bullying forms. Finally, cognitive and affective empathy partially mediated the link between MD and all forms of bullying for girls. The findings are discussed in the light of the relevant literature and implications for practice.     

Design and Development of a Multimedia Educational Tool for Interactive Visualization and Three-Dimensional Perception of Vibrational Spectra Data of Molecules

In this paper the design and development of 3DNormalModes, an educational tool for interactive visualization and three dimensional perception of vibrational spectra data of molecules is presented. The details of the architecture of the tool and its functionality are described. Means of application in chemical education at university level are discussed. A pilot study summarizes the strengths, the educational value and the possible extensions of the system.     

Correlates of teacher appraisals of student behaviors

The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 79–89, 2005.     

The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line

This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education. This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.

The Effects of a Preparatory Mathematics Program in Changing Prospective Teachers' Attitudes Towards Mathematics

In this study the results of a project aimed at changing prospective teachers' attitudes towards mathematics are reported. A mathematics preparatory program was designed and implemented over a period of three years. The program consisted of two mathematics content courses, based on the history of mathematics, and a methods course. A multidimensional questionnaire, supplemented at the final stage by interviews, was used to follow up the subjects' attitudes through the implementation period. The results indicated significant improvement of attitudes, particularly about the satisfaction from and the usefulness of mathematics.     

Beyond turnaround: a synthesis of relevant frameworks for leaders of sustained improvement in previously low-performing schools

We understand very little about what is special that leaders do to facilitate improvement that is both transformational and lasting in previously persistently failing schools in the United States. Relatively little is understood about change not just during the initial turnaround stage, but that endures on the larger journey as the school becomes a healthy organisation for adults and students. This lack of understanding is likely due to the lack of data sources because schools struggle to attain turnaround, let alone maintain the improvement and continue to grow. We conducted a literature review of frameworks implicated in leading a sustained school turnaround. This study synthesises existing frameworks relevant to implicated constructs of (1) school turnaround, (2) effective educational leadership, (3) turnaround external to education, and (4) sustained improvement external to education through developing a cohesive set of practices to inform the work of researchers and practitioners. We end by suggesting that this framework be tested and refined through examination of principal data so that it more robustly represents the work that leaders of sustained improvement undertake.     

中美两国确认不侵犯知识产权诉讼的法律与实践

美国以一个诉讼多的国度而闻名于世。但在美国法院提起确认不侵犯知识产权之诉却决非易事。原告必须满足美国《宪法》"案例和争议"要求才可起诉。美国《确认不侵权法案》的标准并未明确规定处理Medlmmune(医学免疫公司)诉