(An item from ISHN Member information service) An article in issue #5, 2012 of the International Journal of Educational Policy and Leadership notes that teachers and administrators had some differences in their perceptions about bullying. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable communicating with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for increased bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found. Read more.
0 Comments
(An item from ISHN Member information service) An article in the October 2012 issue of School Psychology International "reports on the educator portion of a study of cyberbullying at two large, technology-rich secondary schools in Canada. The researchers discuss 17 educators’ experiences with cyberbullying, their knowledge of social networking technology, the priority they place on preventing cyberbullying, and the remedies they suggest. Qualitative analyses of taped interview responses to 16 open-ended questions revealed that they were unaware of the extent of cyberbullying among their students and although they saw prevention as a priority, and were able to pose possible solutions, no policies or programs had been implemented, even by the younger teachers, who were more technologically savvy. Nor were the educators interested in learning the results of the student portion of our research, preferring instead that cyberbullying remain under their radar. Read more.
(An item taken from the daily/weekly/monthly ISHN Member information service) Five articles in Issue #3, 2012 of Evaluation & Program Planning use adopter concerns or perceptions as a lens in delving more deeply into implementation and program sustainability issues. One article examined how field based Extension educators (i.e. program staff) in four Extension services use the results of evaluations of programs that they have conducted themselves (rather than externally-based evaluations) and found that "there are few programmatic changes as a result of evaluation findings among the non-formal educators surveyed in this study. Extension educators tend to use evaluation results to persuade others about the value of their programs and learn from the evaluation process. Evaluation use is driven by accountability measures with very little program improvement use". The second article reports on site vists to research centers and found that" Decisions about how to structure site visits appear to depend on the research context, practical considerations, the level at which the review is being conducted and the intended impact of the report. Future research pertaining to the selection of site visitors, the autonomy of the visitors in data collection and report writing, and the amount and type of information provided would be particularly valuable. A third article reported that "Perceived usefulness and motivation to use were the primary reasons for junior high school teachers to use web-based e-learning systems for in-service training. The fourth article reports on public health professionals use of environmental/systems change approaches and found that (1) many partners did not feel their “regular” jobs afforded them sufficient time to do community work., (2) many partners did not feel they had the personal political power to work on broader environmental, policy, or system change issues, (3) facilitating and policy change and reaching out to non-traditional partners, like businesses, required developing a new set of public health skills and (4) the long-time frame of environmental and policy work meant that many efforts would exceed the grant period. The fifth article conducted a qualitative assessment of school staff perspectives in implementing an after-school intervention that to promote physical activity in underserved adolescents. The authors identified adopter concerns such as "(1) Logistics; (2) Essential Elements; (3) Staff and Child Challenges; (4) Staff Comprehension, Value, and Enjoyment; (5) Spill-Over Effects. Read More..
|
Welcome to our
|