scholarly journals Co-operative learning as a method for reducing bullying

2021 ◽  
Author(s):  
◽  
Robyn Baker
Keyword(s):  
Peer Interactions ◽  
School Bullying ◽  
Individual Change ◽  
Learning Program ◽  
Intermediate School ◽  
Qualitative And Quantitative ◽  
Effective Implementation ◽  
Effective Dissemination ◽  
Bullying Interventions

<p>Evidence from international research suggests that bullying increases as students make the transition to intermediate school. Bullying interventions frequently focus on individual change with little attention paid to the context that supports the behaviour. This pre-experimental case study examined bullying from a contextual perspective. A cooperative learning program was implemented in a Year 7 and Year 8 composite class to investigate if such a program could reduce bullying and increase positive peer interactions among the students. Qualitative and quantitative data were collected using a questionnaire, sociogram, interviews and observations. The results of the study are equivocal because while the questionnaire results and the results from a component of the sociogram indicated increased bullying behaviours, the observations and interviews indicated a decrease in the behaviour. Also, clearer evidence of increased peer interactions came from the interviews and observations than from the sociogram. The implications of this study relate more to the implementation of co-operative learning than to its impact on bullying behaviour. Effective dissemination of co-operative learning requires: fidelity to the methodology, peer support over time, frequent practice, recognition of resistance and a school climate that both supports and fosters its implementation. A list of indicators for effective implementation of co-operative learning is provided in this study.</p>

scholarly journals Co-operative learning as a method for reducing bullying

2021 ◽  
Author(s):  
◽  
Robyn Baker
Keyword(s):  
Peer Interactions ◽  
School Bullying ◽  
Individual Change ◽  
Learning Program ◽  
Intermediate School ◽  
Qualitative And Quantitative ◽  
Effective Implementation ◽  
Effective Dissemination ◽  
Bullying Interventions

<p>Evidence from international research suggests that bullying increases as students make the transition to intermediate school. Bullying interventions frequently focus on individual change with little attention paid to the context that supports the behaviour. This pre-experimental case study examined bullying from a contextual perspective. A cooperative learning program was implemented in a Year 7 and Year 8 composite class to investigate if such a program could reduce bullying and increase positive peer interactions among the students. Qualitative and quantitative data were collected using a questionnaire, sociogram, interviews and observations. The results of the study are equivocal because while the questionnaire results and the results from a component of the sociogram indicated increased bullying behaviours, the observations and interviews indicated a decrease in the behaviour. Also, clearer evidence of increased peer interactions came from the interviews and observations than from the sociogram. The implications of this study relate more to the implementation of co-operative learning than to its impact on bullying behaviour. Effective dissemination of co-operative learning requires: fidelity to the methodology, peer support over time, frequent practice, recognition of resistance and a school climate that both supports and fosters its implementation. A list of indicators for effective implementation of co-operative learning is provided in this study.</p>

scholarly journals PENGEMBANGAN MODEL IMPLEMENTASI KURIKULUM MATA KULIAH DESAIN PROGRAM PEMBELAJARAN

2020 ◽  
Vol 5 (1) ◽  
pp. 48-55
Author(s):  
I Nyoman Sridana ◽  
Dadi Setiadi ◽  
Sudirman Wilian
Keyword(s):  
Curriculum Implementation ◽  
Quantitative Description ◽  
Design Development ◽  
Learning Program ◽  
Problem Identification ◽  
Study Program ◽  
Qualitative And Quantitative ◽  
Development Assessment

Abstrak: Implementasi kurikulum di program studi dihadapkan pada sejumlah masalah seperti tidak adanya kaitan anatara capaian pembelajaran mata kuliah dengan capaian pembelajaran program studi dan proses pembelajaran belum sesuai standar proses. Tujuan penelitian adalah untuk merestrukturisasi capaian pembelajaran mata kuliah dan mengembangkan model implementasi mata kuliah pengembangan desain program pembelajaran. Jenis  penelitian yang digunakan adalah deskripsi kualitiatif dan kuantitatif, pengumpulan data dilakukan melalui wawancara, observasi dan analisis dokumen serta pos tes. Data kualitatif dianalisis secara deskriptif kualitatif, sedangkan kuantitatif dianalisis secara deskriptif kuantitatif.  Hasil menunjukan bahwa ada kaitan capaian pembelajaran mata kuliah dengan capaian pembelajaran program studi dan Sintaks model pembelajaran hasil pengembangan: pendahuluan, identifikasi masalah studi kasus, rekomendasi solusi, koneksi analisis dan pengembangan, asesmen dan refleksi tindak lanjut. Model pembelajaran meningkatkan kemampuan mahasiswa dalam menganalisis dan mengembangkan model desain pembelajaran dengan nilai mahasiswa mendapat nilai A = 28,6 %, nilai B+ = 71,4 %. Capaian pembelajaran mata kuliah disusun berdasarkan penjabaran tagihan capaian pembelajaran program studi dan model pembelajaran terdiri: pendahuluan, identifikasi masalah studi kasus, rekomendasi solusi, koneksi analisis dan pengembangan, asesmen dan refleksi tindak lanjut serta meningkatkan kemampuan mahasiswa dalam mengembangkan model pembelajaran.Kata Kuci: desain pembelajaran model implementasiAbstract: The Curriculum implementation in study program is met on numbers of dilemma such as there is no getting on between subject objectives and goal of study program and learning process is not based on process standard. The aims of this study are to reorganize the learning objectives and develop curriculum implementation model of subject of learning program design development. Research sort use were qualitative and quantitative description. Data collected by interview, observation, document analyzing, posttest and analyzed using qualitative and quantitative description. The results show that there is relation between objective of subject with the learning goal of study program and The syntax of the model of instruction developed are introduction, problem identification in field as case study, recommended solution connected analyze and development, assessment and reflection and follow up. The developed model of instruction can improve student competence in analyzing and develop design model of instruction with 28.6 % high distinction and the rest of distinction 71.4 %. The subject objectives are formulated based on demand of study program goals, Instructional model consist of introduction, problem identification in field as case study, recommended solution connected analyze and development, assessment and reflection and follow up also can improve student competence in developing instructional model.Keywords: design instruction model implementation

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

Sthoulya w.s.r. to Obesity Management - A Case Study

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Navyashree KL ◽  
Dr. Manjunatha Adiga
Keyword(s):  
Daily Living ◽  
Quantitative Data ◽  
Metabolic Disorders ◽  
New World ◽  
Obesity Management ◽  
Qualitative And Quantitative ◽  
Results Management ◽  
Individual Disease

Background: New world syndrome like obesity is one of the world’s oldest metabolic disorders is heading for the rocks with various reasons like urbanization and modernization. Though obesity and over weight is not affecting much to a person for daily living, the complication of which has become burning issue in the society. Aim and Objective: To assess the efficacy of Shamanoushadi along with Pathya Ahara Vihara. Methods: Guduchi Bhadraadi Kashaya, Hareetaki Churna and Pathya Ahara Vihara. Results: Management of Sthoulya with Pathya Ahara Vihara along with Shamanoushadi was effective in all qualitative and quantitative data. Discussion: The drug possessing Rooksha Guna, Kaphahara property counteracts Sthoulya. Conclusion: Our classics with variety of treatment to individual disease suggest the stages or condition that disease can cross over

The Creation of a Mental Health Policy in Higher Education

2021 ◽  
pp. 089590482110156
Author(s):  
Kelly A. Pilato ◽  
Madelyn P. Law ◽  
Miya Narushima ◽  
Shannon A. Moore ◽  
John A. Hay
Keyword(s):  
Critical Appraisal ◽  
Mental Health Policy ◽  
Student Voices ◽  
Limited Evidence ◽  
Comprehensive University ◽  
Qualitative And Quantitative ◽  
Student Union ◽  
The Creation ◽  
Mental Wellness

The mental wellness of university students can be critical for their success. In an attempt to minimize stress for students, many universities have implemented a policy for a fall break with limited evidence to support its intended outcomes. This case study offers a critical appraisal of the formation of the fall break policy at one medium sized comprehensive university using qualitative and quantitative forms of evidence triangulated from (1) University Student Union survey, (2) document analysis and; (3) informant interview. The lack of uniformity on how the fall break is labelled, the timing of the break and its evaluation emerged as design flaws in the creation stage that perhaps, could have been mitigated if faculty and student voices were included in policy creation decisions.

Alliances and arguments: A case study of a child with persisting speech difficulties in peer play

2012 ◽  
Vol 28 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Alison Tempest ◽  
Bill Wells
Keyword(s):  
Conversation Analysis ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Free Play ◽  
Social Competencies ◽  
Linguistic Strategies ◽  
The Social ◽  
Interactional Analysis ◽  
Communication Needs

The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve argument episodes that arose naturally during video-recorded free play at school were analysed, using Conversation Analysis. Overall the data show that the child with PSD was just as likely as one of his friends to be included in, or excluded from, play alliances. Detailed analysis of two episodes reveals that the child with PSD competently used a range of linguistic devices in and around arguments and that his speech difficulties apparently did not impact on his ability to form alliances. This study highlights the need for those of us who work with children to take account of peer interactions and to consider the linguistic strategies that children employ when participating in peer talk and play: the social world in which inclusion and exclusion are accomplished. The study also illustrates the value of qualitative micro-interactional analysis as a research tool for investigating social inclusion and exclusion.

Assessing Triangulation Across Methodologies, Methods, and Stakeholder Groups: The Joys, Woes, and Politics of Interpreting Convergent and Divergent Data

2018 ◽  
Vol 41 (1) ◽  
pp. 125-144 ◽  
Author(s):  
Rebecca Campbell ◽  
Rachael Goodman-Williams ◽  
Hannah Feeney ◽  
Giannina Fehler-Cabral
Keyword(s):  
Large Scale ◽  
Contextual Information ◽  
Policy Makers ◽  
Specific Data ◽  
Qualitative And Quantitative ◽  
Stakeholder Groups ◽  
Data Points ◽  
Evaluation Project ◽  
Collection Methods

The purpose of this study was to develop triangulation coding methods for a large-scale action research and evaluation project and to examine how practitioners and policy makers interpreted both convergent and divergent data. We created a color-coded system that evaluated the extent of triangulation across methodologies (qualitative and quantitative), data collection methods (observations, interviews, and archival records), and stakeholder groups (five distinct disciplines/organizations). Triangulation was assessed for both specific data points (e.g., a piece of historical/contextual information or qualitative theme) and substantive findings that emanated from further analysis of those data points (e.g., a statistical model or a mechanistic qualitative assertion that links themes). We present five case study examples that explore the complexities of interpreting triangulation data and determining whether data are deemed credible and actionable if not convergent.

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

Sign in / Sign up

Export Citation Format

Share Document