摘要:

This study examined expectations of teachers on the part of immigrant pupils and their host peers, as well as the expectations which members of each of these groups attribute to their counterparts in the other group. Questionnaires were administered to 1710 pupils in Israeli primary and secondary schools—610 immigrants from the former Soviet Union and 1100 of their classmates. Immigrant and host respondents were asked to indicate the extent to which they expected their teachers to meet criteria in the areas of help and assistance, teaching competence, and fairness; they also assessed the extent to which these teacher characteristics are important for members of the other group. Results showed greater expectations for help among host pupils, and greater expectations for competence among their immigrant peers. It was also found that host pupils believe teachers' help to be more important to the immigrants than is actually the case; conversely, immigrants tend to underestimate the importance of help to their host peers. These findings were explained in terms of both cultural differences between the groups and aspects of the immigrants' situatio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01198.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Previous findings suggest that a move towards internality in control beliefs is positively associated with academic success. The present study set out to explore the extent to which the use of self‐assessment techniques by Portuguese primary school children is positively associated with increased internality, and to establish whether the presence of these techniques together with enhanced internality correlate with improved academic (mathematical) performance. A sample of Portuguese primary school teachers was coached in how to teach self‐assessment techniques to their children, and these children were then monitored by the researchers over an eight‐month period. Results on the Control, Agency and Means‐End Interview Questionnaire (Skinner, Chapman&Baltes, 1988a, 1988b) indicated that at the end of the experimental period the children showed significantly less dependence upon external sources of control (perceived externality), and upon luck and unknown control as explanations for school academic events when compared to a matched control group of children who were not using pupil self‐assessment. In addition, the children regularly using self‐assessment strategies significantly increased their relative internality over the period concerned, and showed significant improvements in academic performance (as measured by mathematics scores) relative to the co

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01199.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study was designed to investigate the relations between two metalinguistic abilities (phonological awareness and syntactic awareness) and two components of reading (recoding abilities and comprehension). In order to study these connections, a four‐year follow‐up study comprising 23 children was set up. These children had been tested repetitively during their first years of learning to read. Results were analysed with fixed‐order regression in which the dependent variable was either recoding abilities or comprehension performances; the first steps were extraneous variables (intelligence and vocabulary levels) and the final step was that of metalinguistic measures. Stepwise regressions were performed including all the measures (metalinguistic performances and extraneous variables). Results indicated that children's phonological awareness predicts later recoding abilities, while syntactic awareness predicts later reading comprehension after effects of extraneous variables have been rule

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01200.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The present study investigates (a) whether learning disabled readers' working memory deficits that underlie poor reading comprehension are related to a general system, and (b) whether metacognition contributes to comprehension beyond what is predicted by working memory and word knowledge. To this end, performance between learning and disabled (N=60) and average readers (N=60) was compared on the reading comprehension, reading rate, and vocabulary subtests of the Nelson Skills Reading Test, Sentence Span test composed of high and low imagery words, and a Metacognitive Questionnaire. As expected, differences between groups in working memory, vocabulary, and reading measures emerged, whereas ability groups were statistically comparable on the Metacognitive Questionnaire. A within‐group analysis indicated that the correlation patterns between working memory, vocabulary, metacognition, and reading comprehension were not the same between ability groups. For predicting reading comprehension, the metacognitive questionnaire best predicted learning disabled readers' performance, whereas the working memory span measure that included low‐imagery words best predicted average achieving readers' comprehension. Overall, the results suggest that the relationship between learning disabled readers' generalised working memory deficits and poor reading comprehension may be mediated by metacognit

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01201.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The speechreading skills of 57 hearing‐impaired 15 to 16‐year‐olds were compared with a sample of 30 hearing pupils in the same school year. Previous comparative studies have included a complete population of hearing‐impaired pupils or have been confined to those who are severely‐profoundly deaf. In the present study only pupils who had sufficient verbal memory to be able to repeat up to six words in a sentence were included. The test stimuli consisted of two word lists, one from the AB isophonemic word lists and the other from the New Manchester Picture Test together with a sentence list from the Manchester Speechreading (Lipreading) Test. The hearing‐impaired pupils were placed full time in mainstream units for the hearing impaired and special schools for the hearing impaired. The sample also contained a small group of five who were placed in schools for children with moderate learning difficulties. The hearing‐impaired group scored significantly better than the hearing group in all of the lists. Intelligence factors assessed by the Raven's Standard Progressive Matrices were not a major influence except for the MLD group. The superiority of the hearing‐impaired sample is attributed to a greater need for speechreading and the practice derived from it. Evidence from this study supports the view that sufficient development in memory for spoken language needs to occur for a child to maximise speec

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01202.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Study 1 provided data about lunchtime supervisors' (N=72) attitudes towards playful fighting, since this group had not figured in previous research. Participants expressed generally positive attitudes, although those individuals with the longest service tended to hold the least favourable views. It was argued that the opinions of this section of school staff should be considered when policy about playful fighting on the playground is developed. Study 2 investigated the ability of participants to discriminate between playful and aggressive fighting. They were shown a videotape of children involved in ten separate episodes of the two types of encounter, and asked to say whether the children were playing or really fighting. The nature of these episodes was assessed by asking the children involved and by ratings by an experienced researcher. Participants' responses that indicated errors in perceiving play to be aggression, and, separately, aggression to be play, were tallied. On average, errors were made on more than one in four of the episodes, and there were more errors of the latter type than of the former type. A short intervention was implemented that highlighted how it is possible to discriminate between playful and aggressive fighting. Participants were then shown another series of ten episodes and the number of errors made were again tallied. Statistical analysis showed that the intervention was followed by a significant reduction in errors of mistakenly viewing episodes of aggressive fighting as play. It is argued that these results point to the need for training of lunchtime supervisors in this aspect on non‐verbal decoding skill, and that such training might take a form similar to that implemented in this stud

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01203.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

A group of 82 teachers from a wide range of educational settings attended a one‐term, 30‐hour counselling module which was embedded in a Master's Degree programme in Human Relations. This article reports an evaluation of the extent to which the participants applied this learning in their professional and personal lives. The use of a self‐report inventory demonstrated no significant changes in the use of the counselling strategies immediately after the training, but significant changes one year later. This implies a substantial sleeper effect, where the positive effects of the training were appearing well after the module had ended. The study provides information on the general effectiveness of counselling training and in relation to specific counselling strategies. Differences according to age, gender, length of work experience and previous experience of counselling courses were identified. Qualitative reports including interviews, diary reports and goal setting, indicate substantial applications of counselling strategies in both professional and personal

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01204.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques.A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who—if anyone—should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience.It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in‐service training were exp

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01205.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Structured Learning Theory is a radical departure from the current Pavlov‐Watson‐Skinner system. The latter represents learning change as a scalar quantity: structured learning represents learning gain as a vector quantity. The vector is the difference of loadings on a series of ability, personality and motivation factors between apreand apostlearning behavioural equation obtained by factor analysis.A glance at the post‐learning factor pattern matrix, which represents the dynamic lattice (Cattell, 1979), is sufficient to show how the learning has affected not only the given attitude strength but the whole dynamic lattice. That is to say, learning is represented by a complete change in the dynamic lattice, including the use of primary abilities.Thus, Structured Learning Theory links up with the equations in thedynamic calculus—equations dealing with conflict, decision theory and the internal readjustments of subsidiations to primary instincts (Murray, 1938).It is obvious that the complete description of an individual change through a learning experience requires not only a change in the loadings but also in the magnitude of the ability, personality and dynamic factors. This latter is obtainable by the usual estimations of factor magnitudes from the magnitudes of variables. The calculation of two vector changes may seem very demanding to experimenters, but this is the truth of what life learning does. It needs the use of matrix calculations because an individual is normally simultaneously experiencing exposure to several life‐path

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01206.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book reviewed in this article:The Politics of Linking Schools and Social Services.Edited byL. Adler and S. GardnerChildhood and Adversity. Psychological Perspectives from South African Research.Edited byAndrew Dawes and David DonaldComplex Problem Solving: The European Perspective.Edited byPeter A. Frensch and Joachim Funke.The Nature of Learning Disabilities: Critical Elements of Diagnosis and Classification. By K. A. Kavale and S. R. Forness.Excellence for Everyone. Labour's Crusade to Lift Standards.ByThe Labour PartyTeaching for Transfer. Fostering Generalisation in Learning.Edited byAnne McKeogh, Judy Lupart and Anthony Marini.Engines for Education.ByRoger C. Schank and Chip Cleary.Teachers Under Pressure: Stress in the Teaching Profession.ByCheryl Travers and Cary Cooper.Technology‐based Learning Environments.Edited byS. Vosniadov, E. de Corte and H. Mandl.English 7–11: Developing Primary Teaching Skills.ByDavid Wray.Complex Problem Solving: The European Perspective.Edited byPeter A. Frensch and Joachim Funke.Approaches to the Development of Moral Reasoning.ByPeter Langf

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1996.tb01207.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY