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Suzanne Murphy Dorothy Faulkner 《European Journal of Psychology of Education - EJPE》2000,15(4):389-404
Unpopular children are known to have poor communication skills and experience difficulty in collaborative situations. This study investigated whether pairing unpopular, 5 to 6 year-old, children with a more popular peer would promote more effective collaboration. The study also investigated differences in popular and unpopular children’s verbal and non-verbal communication. Thirty-six girls and 36 boys were placed in one of 12 popular, 12 unpopular or 12 mixed pairs. There were no mixed gender pairs. Children were filmed playing a collaborative game. Collaboration in popular pairs was more successful and less disputational than in unpopular pairs. Boys in unpopular pairs broke the rules of the game more often, argued more and did not monitoring their partners’ facial expressions effectively. With popular partners they argued less, were more likely to elaborate disagreements, looked at their partner for longer, smiled more and were more likely to offer him a small toy. Unpopular girls’ interactions were not markedly disruptive but they clearly benefited from being paired with a child with good communication skills. Popular girls modified their behaviour to take into account an unpopular partner’s need for support. These findings suggest that pairing popular and unpopular children may be a useful classroom organisation strategy. 相似文献
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Journal of Science Teacher Education - 相似文献
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Susan D. McMahon Eric Peist Jacqueline O. Davis Elizabeth McConnell Samantha Reaves Linda A. Reddy Eric M. Anderman Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed. 相似文献
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Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were
students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk
for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
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Conclusion The response of the parents to the request for yet more of their time to take part in the evaluation indicates the commitment
of these parents to their involvement in the life of the school. This in itself argues for the effectiveness of their participation.
One would hope that the nature of the evaluation in which the evaluator sought to establish not just what they gave to, but
also what they gained from, the program would contribute to them feeling valued members of the school community. 相似文献