夏日之床

冬日我大清早起床/借着黄色的烛光穿裳/夏日完全相反/我必须在日间上床/我必须上床看那/鸟儿在枝头跃荡/抑或聆听成年人的脚步/依旧于街道穿过我的身     

The Effects of a School‐wide Behaviour Management Programme on Teachers’ Use of Encouragement in the Classroom

The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention.     

Globalization, Race and Education: Continuity and Change

This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion.     

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

     

Enhancing contextualized curriculum: integrated identity in young Shi’i Muslim Arabic-Canadian students’ social worlds

This research explored 10 young female Shi’i Muslim Arabic-Canadian students’ experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi’is’ experiences in schools through methodological strategies comprising 10 semi-structured interviews, two focus-group meetings and field notes. This qualitative study provides a transdisciplinary approach based on Phelan, Davidson, and Cao Yu’s social-world model encompassing religious, gendered, social, cultural and political differences that create social boundaries in study participants’ home, community and school environments. Specifically, this article focuses on participants’ school experiences and their strategies for preserving their religious identities. Research findings shed light on the interrelatedness of internal and external diversity within participants’ social worlds, the moral values of religious ritual stories, and the important role of contextualized curriculum in fostering equity and social justice.     

The Implementation of Progress Files in Higher Education: Reflection as National Policy

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper argues that pedagogical innovations take on a different meaning when applied to the system as a whole.     

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.     

Disruptive Behaviour in School,Personality Characteristics and Heart Rate (HR) Levels in 7‐ to 9‐year‐old Boys

Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed.