Socially responsible children: A link between school climate and aggression and victimization

Positive perceptions of school climate are associated with lower frequency of peer victimization and aggression in children. Understanding how school climate influences aggression and victimization is essential to guiding school-level interventions to enhance character strengths such as social responsibility. In this short-term longitudinal study, we test a theoretical model arguing that children’s social responsibility mediates the links between their positive perceptions of school climate (comprised of authoritative disciplinary classroom structure, classroom support, and teachers’ use of social–emotional learning [SEL] strategies) and changes in their reports of victimization and aggression, in a sample of Brazilian students in Grades 4 and 5 ( N = 1,850). Findings gave some support to our model, particularly in the prediction of aggression. Children’s perceived social responsibility mediated the effects of positive school climate in predicting declines in aggressive behaviors. Specifically, teachers’ use of SEL strategies and classrooms with more structure and support predicted lower levels of aggression through increases in students’ social responsibility. In addition, social responsibility mediated the association between teachers’ use of social emotional strategies and declines in victimization. The direct effect of classroom support on victimization was also significant.

Thinking and Practice of “Online & Offline” Blended Teaching of College English under the Social Recruitment Form

With the continuous development of the level of informatization, the standards of the social talent market for talents from all walks of life have also been continuously improved. As an international language, English plays a pivotal role in improving its own social competitiveness. With the continuous development and growth of globalization, domestic and foreign companies are closely connected, and many multinational companies have emerged. The opportunities for domestic college graduates to work in foreign companies have gradually increased. Therefore, a good English foundation is a very important work skill. At the same time, with the continuous emergence of new technologies such as computer technology and big data technology, the Internet education model has gradually developed into a new type of education model, which has continuously replaced the traditional offline education method and the hybrid online and offline Teaching has gradually become a hot topic in contemporary society. This article elaborates on the combination of online and offline teaching methods of college English and explores and analyzes from the perspective of complementary advantages and maximization of teaching resources. Taking the characteristics of “online & offline” mixed teaching as the starting point for analysis, expounding the composition of three aspects of teaching content before class, during class and after class, forming a three-stage classroom teaching model, and then achieving the optimization of the classroom structure. Quality improvement and other effects.

An Analysis of the Intelligent Interactive Mode of College English Based on Superstar Learning

As a product of the in-depth integration of information technology and classroom teaching, smart classroom is the carrier of intelligent interactive mode, which can realize classroom structure reform and precise teaching. Intelligent interactive mode is a new way and choice of college teaching at present. The exploration of intelligent interactive mode and the application of intelligent interaction in the three aspects of college English courses show that the intelligent interactive mode has a promoting effect on the intelligence of college English classroom teaching and the development of personality.

Incorporating Concept Development Activities into a Flipped Classroom Structure: Using PhET Simulations to Put a Twist on the Flip

Implementation of the flipped classroom approach into STEM courses has been popularized in the last decade and has generally been reported to improve student performance outcomes. In a flipped classroom...

Flipping Statistics Education

This chapter presents a new approach to teaching research methodology courses in doctoral programs by incorporating a flipped classroom structure and a research-practice partnership within a larger guided project-based learning framework as a means of developing students' research self-efficacy. The theoretical underpinnings for each component are described along with a summary of relevant literature. The chapter discusses the development and implementation of this pedagogical technique in a graduate statistics course in a practitioner-oriented educational leadership doctoral program. The chapter concludes with reflections on the strengths and challenges of this approach from students and the course instructor and how this technique builds students' research self-efficacy.

A framework for re thinking the pedagogy of studio-based design classrooms

This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.