Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour

This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher–child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher–child dyads (N = 175) from 46 schools were randomly assigned to an intervention or a control (i.e. education as usual) condition. Teacher-rated questionnaires were collected before, during and after the implementation of the intervention. The results of latent growth modelling indicated that intervention boys, compared with control boys, showed a larger decrease in EPB.     

Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions

This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.     

打造英语课堂沸点培养学生学科兴趣

要培养小学生英语兴趣,必须提高小学英语课堂质量,努力打造英语课堂的“沸点”,使学生在沸点中,感受英语魅力,收获学习英语的成果,享受学习英语的快乐。为此教师要置情于境,营造课堂沸点;突破教学重点、难点,形成课堂沸点;抓住师生互动,引爆课堂沸点;让课堂精彩到底,在教学结尾处设置教学沸点。     

Cultured Technology: The Internet and Religious Fundamentalism

In this article we identify four principal dimensions of religious fundamentalism as they interact with the Internet: hierarchy, patriarchy, discipline, and seclusion. We also develop the concept of cultured technology, and analyze the ways communities reshape a technology and make it a part of their culture, while at the same time changing their customary ways of life and unwritten laws to adapt to it. Later, we give examples for our theoretical framework through an empirical examination of ultra-Orthodox Jewish communities in Israel. Our empirical study is based on a data set of 686,192 users and 60,346 virtual communities. The results show the complexity of interactions between religious fundamentalism and the Internet, and invite further discussions of cultured technology as a means to understand how the Internet has been culturally constructed, modified, and adapted to the needs of fundamentalist communities and how they in turn have been affected by it.     

扩挖施工引起的群洞效应分析

运用FLAC2D软件,在没有考虑施工缺陷影响的前提下,针对乌鞘岭隧道志留系板岩夹千枚岩地段扩挖施工引起的群洞效应进行数值模拟,通过对比分析在左线正洞扩挖前后,围岩塑性区分布、位移以及隧道支护结构中的内力,进行了影响程度的综合评价,可为类似工程施工提供参考。     

三维互动行为对服务品牌关系的影响分析

服务的不可分离性等特征使得服务企业、一线员工、顾客三者在服务品牌关系中密不可分,品牌人格化趋势和人际交往理论的应用让互动行为在其中变得日益重要,但有关互动与品牌关系的研究尚少有涉及.本文综合有关文献的成果构建了三维互动行为与服务品牌关系研究模型,通过实证分析发现:(1)企业和顾客共同参与的公益活动等互动行为对顾客品牌忠诚的作用最强;(2)企业与员工互动行为正向影响员工与顾客的互动,突出了员工在三维互动中的"使者"地位和企业引导的必要性;(3)服务员工与顾客的互动行为对顾客品牌情感的影响最大.本文还为服务企业应开展哪些互动行为提供了具体的建议.     

An exploration of social regulation of learning during scientific argumentation discourse

Argumentation and scientific discourse are essential aspects of science education and inquiry in the 21st century. Student groups often struggle to enact these critical science skills, particularly with challenging content or tasks. Social regulation of learning research addresses the ways groups attempt to navigate such struggles by collectively planning, monitoring, controlling, and reflecting upon their learning in collaborative settings. Such regulation and argumentation can also elicit socioemotional responses and interactions. However, little is known regarding how regulation processes and socioemotional interactions manifest among students involved in small-group discourse about scientific phenomena. As such, in this qualitative study, we explored social regulation of learning, scientific argumentation discourse, and socioemotional interactions in the discussions of two groups of high school physics students (n = 7, n = 6). We found key qualitative distinctions between the two groups, including how they enacted planning activities, their emphasis on challenging other’s ideas versus building shared understanding, and how socioemotional interactions drove discourse. Commonalities across groups included how regulation initiation related to discourse, as well as how the difficulty of the content hindered, and teacher support augmented, the enactment of social regulation. Finally, we found overlapping regulation and discourse codes that provide a foundation for future work.     

Explicit and Implicit Dimensions of Adult–Child Interactions in a Quality Childcare Center

The case study presented in this article is designed to provide an in-depth understanding of how a highly trained and experienced early childhood educator thinks about her interactions with children within the context of a setting identified as providing quality childcare for 3-, 4-, and 5-year-olds. Qualitative research methods are used, including interviews, participant observation, videotaping, and the teacher's reflections on interactions with children. Verbal and nonverbal patterns emerging from videotaped observations demonstrate how the teacher integrates information about specific children into these interactions. Although children's conceptions of time and space are consistently embedded in her thinking and reflected in her behavior, she never explicitly acknowledges these dimensions. The paper concludes with a discussion of the implications of the discrepancy between the teacher's implicit and explicit understanding of her interactions with children to childcare and the preparation and development of early childhood practitioners.     

Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?

Teacher interactions are highly valued in data use. Essential preconditions for teacher interactions are teachers’ attitude and self-efficacy. However, how these factors affect the formation of teachers interactions remains unclear. The present study uses social network analysis to reveal the impact of teachers’ attitude and self-efficacy on their interactive behaviour. The results from seven teacher teams show that attitude and self-efficacy are explanatory for the extent to which teachers seek interaction with colleagues, but not for the extent to which teachers are being consulted for data use action. The use of social network analysis leads to deeper and more refined insights into how teacher interactions, with regard to data use action, are formed compared to regular research methods.