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81.
Adam Voight 《Journal of community & applied social psychology》2015,25(4):310-326
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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A randomised controlled trial evaluated the Aussie Optimism Program in preventing anxiety and depression. Grade 7 students (n = 496) from disadvantaged government schools in Perth Western Australia, participated. Six schools were randomly assigned to Aussie Optimism and six schools received their usual health education lessons. Students completed questionnaires on depression, anxiety, attribution style, and social skills. Parents completed the Child Behavior Checklist. No significant group effects were found for student-reported data. Parents of intervention group only students reported reductions in internalizing problems at post-test. No follow-up group effects were significant. Students and teachers found the program acceptable. 相似文献
85.
First graders' literacy and self-regulation gains: The effect of individualizing student instruction
Carol McDonald Connor Claire Cameron Ponitz Q. Monét Travis Frederick J. Morrison 《Journal of School Psychology》2010,48(5):433-455
We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented. 相似文献
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Jessica Sheldon Amy Arbreton Leigh Hopkins Jean Baldwin Grossman 《American journal of community psychology》2010,45(3-4):394-404
This paper examines the relation between the implementation quality of after-school literacy activities and student reading gains. The data are from an evaluation of a multi-site after-school program in California in which continuous program quality improvement strategies were implemented to improve the delivery of a new balanced literacy program. Strategies included: (1) targeted staff training throughout the year, (2) regular observations and coaching of staff, and (3) the use of data to measure progress. Programs struggled to successfully implement these strategies early in the initiative, but gradually improved the quality and consistency of their use. Program quality, as measured through observations, also increased. Results suggested that the size of student reading gains were positively correlated with the quality of literacy programming provided by each instructor. 相似文献
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This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children (n=384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group members, and that the school either had a norm of inclusion, or no such norm. Findings indicated that group norms influenced the participants' direct and indirect aggressive intentions, but that the school norm moderated the group norm effect, with the school's norm effect tending to be greater for indirect vs. direct aggression, males vs. females, and younger vs. older participants. Discussion focused on how school norms can be developed, endorsed, and presented so that they have their most lasting effect on children. Aggr. Behav. 36:195–204, 2010. © 2010 Wiley‐Liss, Inc. 相似文献
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Diane R. Follingstad Ann L. Coker Jaspreet K. Chahal Candace J. Brancato Heather M. Bush 《Journal of aggression, maltreatment & trauma》2016,25(10):1097-1116
This study explores the potential relationship of guns in students’ homes with attitudes indicative of tolerance of violence, negative attitudes toward women and their roles, and attitudes suggestive of myths regarding sexual assault. Seniors in Kentucky high schools whose families possessed guns (n = 1,749) produced higher scores on scales measuring these variables as well as on scales of relationship dependency and religious involvement than seniors whose families did not own guns (n = 912). Students whose families owned more than 10 guns tended to score highest on these measures compared with students whose families owned no guns or a few guns. Because of lower effect sizes, these significant associations require further investigation. 相似文献
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研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。 相似文献