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111.
A nationwide programme to prevent and manage bullying in Irish schools, based on that implemented in Norway in 1996, is currently being developed, and pilot work with a sample of primary schools within a single county of Ireland has been conducted and evaluated (the staff and pupils of 42 primary schools having been involved). A network of professionals (11 teachers) were trained to co‐ordinate the anti‐bullying programme in the schools, subsequent activities involving their training teachers (a total of 197) and parents in three to five schools each. In evaluation, pupils from 22 of the schools completed modified versions of the Olweus Bully/Victim Questionnaire [Olweus, 1989; Whitney and Smith, 1993]. Teachers completed a questionnaire (concerning their knowledge and feelings about bullying [Rigby, 1997]) both before and after the implementation of the anti‐bullying training programme. Significant reductions were found in pupils' reports of having been victimised after the implementation of the programme. Overall, 19.6 per cent fewer children were victimised. There was a reduction of 50.0 per cent amongst those frequently victimised within the last school term, and of 43.0 per cent in reports of having been bullied within the last five school days. A reduction of 17.3 per cent in pupils' reports of having taken part in bullying others was also observed after the implementation of the programme. There were, in particular, significant reductions (69.2 per cent) in reports of frequently bullying others within the last school term, and of 51.8 per cent in reports of having taken part in bullying others within the last five school days. Whilst the programme was shown to reduce the incidence of pupils' involvement in bullying behaviour, the perennial challenge of attempting to increase the levels of pupils' reporting of bullying to teachers and parents remains a challenge for the authors to attend to in the further development of the nationwide anti‐bullying programme. Aggr. Behav. 00:1–14, 2005. © 2005 Wiley‐Liss, Inc. 相似文献
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113.
“合”是汉代诸子学的一个重要特点,但是“合”不是“大杂烩”,而是指各家彼此渗透、相互吸收和融合。正是这种思想的整合以及在整合基础上的发展,才形成了汉代诸子学“多元一体”的特征。两汉时期的政治社会因素不仅为诸子之学的发展提供了社会土壤。还直接影响诸子学的发展方向,使汉代诸子与先秦诸子有截然不同的表象,在两汉历史发展过程中明显表现出阶段性特征。 相似文献
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115.
Anne Williford Paula J. Fite Kathryn J. DePaolis John L. Cooley Patricia H. Hawley Debbie Isen 《Journal Of Applied School Psychology》2019,35(2):146-175
Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state’s legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative. 相似文献
116.
本研究旨在编制适合我国实际教育情境的中小学教师心理授权问卷。在文献分析的基础上,结合开放式和半开放式问卷调查、教师访谈、专家访谈,采用分问卷开发技术,对1272份有效问卷进行了分析,结果表明中小学教师心理授权由心理授权体验、心理授权技能和心理授权行为三个分问卷构成。其中,心理授权体验包括自我效能、影响力、地位和自主性4个因素;心理授权技能包括决策参与技能和沟通交流技能2个因素;心理授权行为包括影响教学行为和决策参与行为2个因素。本研究编制的心理授权问卷共44个题项,信效度均达到了心理测量学要求,可以用作教师心理授权的测量。 相似文献
117.
Hasan Ünder 《Studies in Philosophy and Education》2008,27(6):405-431
This article aims to present the past and present state and future possibilities of philosophy of education as an academic
discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes
philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part
of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the
dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks
for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education
in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing
international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA
between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the
restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the
discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing
discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision
of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming
period.
相似文献
Hasan ünderEmail: |
118.
本研究以小学高年级学生为被试,选取高熟悉度的具体名词组成的联结词对为实验材料,考察不同判断模式下学习判断的准确性及预见偏差。研究发现:(1)小学高年级学生的学习判断绝对准确性存在年级差异。总体来看,小学六年级学生在即时判断和延迟判断模式下都具有较好的绝对准确性,而四年级和五年级学生在即时判断时出现显著的高估,而在延迟判断模式下具有较好的绝对准确性。具体分析正向词对和反向词对的准确性发现,在即时判断模式下,五、六年级学生的正向联结词对有较好的准确性,而四年级的正向联结词对出现高估;三个年级的学生的反向词对都出现高估。在延迟判断模式下,三个年级学生在正向词对和反向词对上都有较好的准确性。(2)小学五年级学生的学习判断开始出现预见偏差。(3)延迟判断能够提高小学高年级学生的学习判断准确性,减小甚至消除预见偏差。 相似文献
119.
Aaron Preston 《Metaphilosophy》2004,35(4):445-465
Abstract: The careful historical and metaphilosophical attention recently bestowed upon analytic philosophy has revealed that traditional ways of defining it are inadequate. In the face of this inadequacy, contemporary authors have proposed new definitions that detach analytic philosophy from its turn of the twentieth century origins. I argue that this contemporary trend in defining analytic philosophy is misguided, and that it diminishes the likelihood of our coming to an accurate historical and metaphilosophical understanding of it. This is especially unsatisfactory since such understanding is essential to finding an adequate remedy for the widely perceived ills of contemporary analytic philosophy. I suggest that a more fruitful approach to developing such understanding might begin with treating the unity of analytic philosophy as illusory. 相似文献
120.
初中学生攻击行为的心理特征测量 总被引:9,自引:0,他引:9
本研究通过对浙江省和福建省16所中学的464名被试的调查和测量,构建了初中学生攻击行为的心理特征量表并进行了验证型和诊断型的效度检验,研究结果表明,(1)该量表具有较好的信度和效度;(2)行为、认知、情绪和言语是测量攻击行为的心理特征的良好指标;(3)同学提名法与教师评价法具有较高的鉴别力;(4)问卷自评的鉴别力尚有待改进。 相似文献