Exploring profiles of ideal high school mathematical teaching behaviours: perceptions of in-service and pre-service teachers in Taiwan

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with pre-service teachers, in-service teachers’ perspectives were more similar to those of students.     

Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales,Australia

Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance.     

体育教育专业学生学习心态的调查研究

为迎合21 世纪高规格体育师资培养的需要, 我国高等院校体育教育专业加快了实施整体性改革的步划。本文从体育教育专业学生的专业课程选择趋向, 理论课程的认识倾向、教师教学行为及教学环境的影响这一角度,分析与阐述他们的学习心态。从而为教育部门了解与掌握体育教育专业大学生学习心态提供重要的理论信息, 为体育教育专业教学改革提供了一定的参考依据.     

Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.     

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.     

Including SENCOs in behaviour improvement: an exploration of the Behaviour and Attendance strands of the National Strategies

In this article Simon Ellis and Janet Tod review the KS3 National Strategy Behaviour and Attendance strand (DfES, 2003a; 2004a) and the Behaviour and Attendance pilot materials from the Primary National Strategy (DfES, 2003b; 2003c; 2003d). Relevant policy documentation is examined in order to explore how the role of the special educational needs coordinator (SENCO) can be interpreted in relation to these strategies. Issues for debate and the implications for emergent practice are highlighted by the authors.     

健美操裁判员在比赛评分中的心理行为与调控

通过对健美操裁判员在比赛评分中各种心理的行为分析,提出如何调控健美操裁判员心理行为的方法.