scholarly journals Programs for the Prevention of Adolescent Bullying in the Activities of a Teacher-Psychologist

2021 ◽  
Vol 18 (3) ◽  
pp. 90-97
Author(s):  
E.N. Volkova
Keyword(s):  
Educational Institution ◽  
School Bullying ◽  
School Level ◽  
Specific Situation ◽  
Educational Work ◽  
Individual Level ◽  
Modern School ◽  
Secondary Classes ◽  
The Individual ◽  
Adolescent Bullying

Prevention of adolescent bullying is one of the leading areas of activity of a teacher-psychologist. Being a widespread issue of the modern school bullying in adolescence demands to be separated from other aggressive behaviors by specific criteria. There are: primary prevention, aimed at pre-venting bullying situations in an educational institution, at forming public unacceptance of aggressive behavior, at creating an active position to stop it; secondary prevention, which implies the containment of provocative bullying factors and the strengthening of protective factors (first of all, the optimization of relationships in the adolescent environment and the dyads “adolescent — adult (teacher, parent)”; tertiary prevention, which is a set of measures of psychological assistance to victims, abusers and witnesses of bullying and their social environment. At each level of preventive work, measures are developed in four main directions: work at the school level in general, work at the school class level, work at the family level, work at the individual level (with an adolescent). In each of these areas of work, a teacher-psychologist, classroom teachers of secondary classes, a social teacher, and deputy director for educational work have their own tasks and responsibilities. They take part in the development of a unified school anti-bullying program as members of a single team. There are specifics in prevention programs — depending on the role of an adolescent in bullying: a victim, an abuser or a witness. The basis for the development of a bullying prevention pro-gram at school is to understand and take into account the main patterns of school bullying identified on the basis of the analysis of the results of scientific research in this area, as well as an analysis of the specific situation in an educational institution and school monitoring data on bullying cases.

scholarly journals Self-regulation as a way to prevent professional burnout of teachers of higher education institutions

2021 ◽  
Vol 113 ◽  
pp. 00086
Author(s):  
I.F. Timerbulatov ◽  
I.R. Khabibullina ◽  
G.F. Tulitbaeva
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Working Conditions ◽  
School Teacher ◽  
Educational Institution ◽  
Self Regulation ◽  
Professional Burnout ◽  
Educational Work ◽  
The Individual ◽  
Individual Style

This article is devoted to the study of the issues of identifying the optimal working conditions of a teacher of a higher educational institution and the significant characteristics of the style of his activity (in particular, the peculiarities of the style of self-regulation) allows us to identify the factors that prevent the development of professional burnout. The significance of the work also lies in the possibility of using the results of the study both in the process of preventing professional burnout of teachers, and in conducting scientific research on such topics. The research materials can become the basis for educational work. In this regard, an experimental study is becoming relevant, the purpose of which is to study the influence of professional burnout on the individual style of pedagogical activity of a higher school teacher.

Does School Matter?

2008 ◽  
Vol 13 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Minna Pietikäinen ◽  
Jukka Jokela
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
Upper Secondary ◽  
School Burnout ◽  
The Individual ◽  
Positive Motivation

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

Evaluating subscore uses across multiple levels: A case of reading and listening subscores for young EFL learners

2019 ◽  
Vol 37 (2) ◽  
pp. 254-279 ◽  
Author(s):  
Ikkyu Choi ◽  
Spiros Papageorgiou
Keyword(s):  
Classical Test Theory ◽  
Test Theory ◽  
Added Value ◽  
School Level ◽  
Individual Level ◽  
Foreign Language Learners ◽  
Language Tests ◽  
Multiple Levels ◽  
The Individual ◽  
Level Analysis

Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth reporting. When a subscore is used for decisions across multiple levels (e.g., individual test takers and schools), it needs to be justified for its reliability and distinctiveness at every relevant level. In this study, we examined whether reporting seven Reading and Listening subscores of the TOEFL Primary® test, a standardized English proficiency test for young English as a foreign language learners, could be justified for reporting at individual and school levels. We analyzed data collected in pilot administrations, in which 4776 students from 51 schools participated. We employed the classical test theory (CTT) based approaches of Haberman (2008) and Haberman, Sinharay, and Puhan (2009) for the individual and school-level investigations, respectively. We also supplemented the CTT-based approaches with a factor analytic approach for the individual level analysis and a multilevel modeling approach for the school-level analysis. The results differed across the two levels: we found little support for reporting the subscores at the individual level, but strong evidence supporting the added-value of the school-level subscores when the sample size for each school exceeds 50.

Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State

2018 ◽  
Vol 27 (4) ◽  
pp. 209-220 ◽  
Author(s):  
Kristine A. Camacho ◽  
Michael P. Krezmien
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Multilevel Model ◽  
English Language ◽  
School Enrollment ◽  
School Level ◽  
Highly Qualified ◽  
Individual Level ◽  
Increased Risk ◽  
The Individual

Data from middle schools ( n = 219), high schools ( n = 200), and combined middle and high schools ( n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school’s Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.

An Immersive Learning Platform for Efficient Biology Learning of Secondary School-Level Students

2019 ◽  
Vol 57 (7) ◽  
pp. 1671-1694 ◽  
Author(s):  
Dhawaleswar C. H. Rao ◽  
Sujan Kumar Saha
Keyword(s):  
Learning Experience ◽  
School Level ◽  
Automatic Identification ◽  
Computer Assisted ◽  
Immersive Learning ◽  
Individual Level ◽  
Learning Platform ◽  
Artificial Environment ◽  
Biology Learning ◽  
The Individual

Immersive learning is one of the leading trends in education. Immersive learning uses a simulated or artificial environment for a better learning experience. Design of intelligent learning platform and motivating content development is one key aspect of immersive learning. In this article, we propose an intelligent computer-assisted learning platform that helps school-level students in self-learning. Specifically, the proposed platform focuses on biology learning. The learning platform performs several tasks including automatic identification of important terms and concepts, identification of questionable sentences, visualization of key concepts through relevant images, and conducting a mock test for confidence building. Various techniques have been adopted for the development of the individual functionalities. Working of the individual modules is evaluated by two human experts. In addition, in an individual-level learning setup, the platform is used by 50 Class IX students for studying a module. They provided feedback on the system through a questionnaire. Both the human expert-based and questionnaire-based evaluation results demonstrate that the platform offers satisfactory performance.

scholarly journals THEORETICAL AND METHODOLOGICAL ASPECTS OF PREVENTIVE EDUCATION OF STUDENT YOUTH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Victoriia Denysiuk ◽  
Keyword(s):  
Healthy Lifestyle ◽  
Legal Protection ◽  
Educational Process ◽  
Children And Youth ◽  
Teaching Staff ◽  
Educational Work ◽  
Important Place ◽  
Modern School ◽  
Rights Of The Child ◽  
The Individual

The article presented the theoretical aspects of preventive education, considered the essence and structure of preventive pedagogy and developed a method of conducting a practical lesson on the example of the discipline "Preventive pedagogy". Analyzed general principles of the preventive pedagogics as a new model of education, which takes into account all stages and components of personal socialization, considers the individual as the subject of educational process, provides his physical, mental, spiritual, social development, forming of responsible behavior, immunity to the negative phenomena of an environment, preventive maintenance and correction of destructive displays in behavior, social-legal protection. The article consists of the following parts: problem statement, analysis of recent research and publications, selection of previously unsolved parts of the general problem, purpose of the article, tasks to the article, presentation of the main material and substantiation of research results, conclusions and proposals, list of sources and literature. As stated in the Concept of preventive education of children and youth, preventive education should be a purposeful system of economic, legal, psychological, pedagogical, socio-medical, informational, educational and organizational measures aimed at forming positive social attitudes, preventing negative habits, suicide prevention and formation of healthy lifestyle skills. The system of preventive education is based on the theoretical and methodological principles of personality-oriented humanistic approach to the individual in accordance with the Law on Education, the content of education, based on the Convention on the Rights of the Child, international acts and recommendations on the situation of children and youth, national programs to combat drug abuse, prevention of acquired immunodeficiency syndrome, crime prevention. Preventive pedagogy occupies an important place in the system of educational work of the modern school. It includes preparatory and preventive actions of the teaching staff, aimed at preventing the formation of negative habits in young people, character traits, manifestations of antisocial behavior and the organization of proper care.

scholarly journals Multilevel effects of alcohol among early adolescents in an urban school district

2020 ◽  
Vol 8 (2) ◽  
pp. 88-94
Author(s):  
Julie Croff ◽  
Ronald Cox ◽  
Isaac Washburn ◽  
Chao Liu ◽  
Clinton Broadbent
Keyword(s):  
School District ◽  
Alcohol Use ◽  
Urban School ◽  
Cross Sectional Study ◽  
School Level ◽  
Urban School District ◽  
Cross Sectional ◽  
Individual Level ◽  
Peer Deviance ◽  
The Individual

Aims: To examine how interpersonal interactions within and between the social networks formed by teachers, parents, students, and others shape the unique culture of the school, which in turn, reciprocally exerts a determining influence on each individual in the network. Design: Cross-sectional study exploring whether factors associated with alcohol use at the individual level also exert influence on the culture of a school. Setting: Twelve middle schools within an urban school district in the Midwestern United States. Participants: Seventh grade students (N = 1,620). Measures: Lifetime alcohol use behaviors; mothers’ and fathers’ involvement in their child’s education; and peer deviance.  Findings: The findings of this study suggest that as parents’ involvement in education increases, and as peer deviance decreases, there are direct benefits to the child, and a protective effect for other children within the school when, in the aggregate, parental involvement increases and peer deviance decreases. Conclusions: The effect of interventions to improve parent involvement and reduce peer deviance, with examinations at the individual-level and school-level, warrant future study.

scholarly journals Demands and tasks of intercultural school development: Group discussions with experts about intercultural school development

2017 ◽  
Vol 21 (1) ◽  
pp. 84-101 ◽  
Author(s):  
Marcus Syring ◽  
Teresa Tillmann ◽  
Nicole Sacher ◽  
Sabine Weiß ◽  
Ewald Kiel
Keyword(s):  
Educational Institution ◽  
Theoretical Models ◽  
School Development ◽  
Future Research ◽  
Group Discussions ◽  
Specific Content ◽  
Individual Level ◽  
Development Processes ◽  
The Individual ◽  
High Level

The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research on the specific content of various administrative levels of school as an educational institution can still be identified. In order to fill those gaps, we conducted group discussions with small groups of experts in the field of interculturalism. Experts were matched into three groups so that each represents a high level of diversity regarding their particular expertise. Results from the discussions were investigated by applying content analysis. Based on the revealed findings, five fields of action can be established that are essential for the process of intercultural school development. The revealed areas covered a variety of factors, ranging from individual reflection to developmental processes of a school as an organization. In the present study, those facets are interpreted as conditions under which successful intercultural school development processes can be established. While most content areas can be mapped to the existing theoretical models, they add further information with regard to the content of the theoretical dimensions. This is particularly the case at the individual level. Resulting practical implications are explained and further discussed on the basis of inevitable future research.

scholarly journals Lunch frequency among adolescents: associations with sociodemographic factors and school characteristics

2015 ◽  
Vol 19 (5) ◽  
pp. 872-884 ◽  
Author(s):  
Trine Pagh Pedersen ◽  
Bjørn E Holstein ◽  
Rikke Krølner ◽  
Annette Kjær Ersbøll ◽  
Thea Suldrup Jørgensen ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Age Groups ◽  
Sociodemographic Factors ◽  
Cross Sectional Study ◽  
School Characteristics ◽  
School Level ◽  
Cross Sectional ◽  
Individual Level ◽  
School Aged Children ◽  
The Individual

AbstractObjectiveTo investigate: (i) how lunch frequency of adolescents varies between schools and between classes within schools; (ii) the associations between frequency of lunch and individual sociodemographic factors and school characteristics; and (iii) if any observed associations between lunch frequency and school characteristics vary by gender and age groups.DesignCross-sectional study in which students and school headmasters completed self-administered questionnaires. Associations were estimated by multilevel multivariate logistic regression.SettingThe Danish arm of the Health Behaviour in School-Aged Children study 2010.SubjectsStudents (n 4922) aged 11, 13 and 15 years attending a random sample of seventy-three schools.ResultsThe school-level and class-level variations in low lunch frequency were small (intraclass correlation coefficient <2·1 %). At the individual level, low lunch frequency was most common among students who were boys, 13- and 15-year-olds, from medium and low family social class, descendants of immigrants, living in a single-parent family and in a reconstructed family. School-level analyses suggested that having access to a canteen at school was associated with low lunch frequency (OR=1·47; 95% CI 1·14, 1·89). Likewise not having an adult present during lunch breaks was associated with low lunch frequency (OR=1·44; 95% CI 1·18, 1·75). Cross-level interactions suggested that these associations differed by age group.ConclusionsLunch frequency among Danish students appears to be largely influenced by sociodemographic factors. Additionally, the presence of an adult during lunch breaks promotes frequent lunch consumption while availability of a canteen may discourage frequent lunch consumption. These findings vary between older and younger students.

scholarly journals Features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century

2021 ◽  
Vol 49 (1) ◽  
pp. 478-490
Author(s):  
Irina A. Merkulova ◽  
◽  
Vladimir B. Pomelov ◽  
Keyword(s):  
Twentieth Century ◽  
Comparative Method ◽  
Educational Institution ◽  
Educational Practice ◽  
Moral Values ◽  
Educational Institutions ◽  
Educational Work ◽  
Bourgeois Society ◽  
The Individual ◽  
Scientific Subject

The problem of forming spiritual and moral values in the educational practice of Germany in the second half of the twentieth century is of theoretical interest and practical value for Russian teachers in terms of using the experience accumulated by foreign colleagues in the course of reforming the national school. The hypothesis of the study was that the various forms of work practiced by teachers of the two countries – the GDR and the FRG, – during this period contributed to the formation of spiritual and moral values among the youth of the two German states. The following research methods were used: literature analysis, scientific and pedagogical interpretation of information contained in sources; comparative method; axiological method that allows to identify the positive content in the scientific subject. Main results of the study. The fundamental difference in socio-political and ideological attitudes that took place in the GDR and the FRG in 1949-1989 determined to a decisive extent the choice of forms and content of educational work carried out in educational institutions in both countries. In the GDR, there was a single comprehensive public school, which was under the full ideological and administrative control of the ruling Socialist United Party of Germany. Special attention was paid to educating the younger generation in the spirit of devotion to the ideals of socialism, rejection of religion and the values of bourgeois society. The Union of Free German Youth and the children's pioneer organization named after Ernst Telman were actively used in the process of socialist education of young people. At the same time, they actually copied the forms and methods of work of the corresponding organizations that operated in the USSR, – the Komsomol and the Lenin Pioneer organization. In Germany, on the contrary, there was a significant number of types of secondary educational institutions, many of which were non-governmental: private, Waldorf, Catholic and Evangelical, etc. Ideological education, aimed, among other things, at the assimilation of spiritual and moral values, was carried out mainly at school, in accordance with the guidelines adopted in this educational institution. The study allowed us to characterize the features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century. The significance of the results obtained is that they to a certain extent factual enrich modern Russian historical and pedagogical science. The main conclusion of the study is that in the GDR, the concept of the goal of education was inextricably linked with collective interests and orientation to the socialist ideology, while the liberal-democratic ideology in the FRG gave absolute priority to the individual over the collective. A scientifically formulated study of this approach provides a perspective for further research.

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