Alle Publikationen
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2014
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(2014) : Sexism in Schools In: Liben, Lynn S.: The role of gender in educational contexts and outcomes, 47: 1. ed.: Amsterdam [u.a.]: Elsevier, Acad. Press (Advances in Child Development and Behavior), S. 189-223
Abstract: Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools.
2012
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(2012): Moral professionalism in interaction. Educators’ relational moral voices in urban schools. In: Journal of Moral Education 41 (1), S. 143-145. DOI: 10.1080/03057240.2012.661551
DOI: https://doi.org/10.1080/03057240.2012.661551 Abstract: Reviews the book, Moral Professionalism in Interaction: Educators’ Relational Moral Voices in Urban Schools by Eija Hanhimäki (2011). The main aim of the study presented in this book is to explore principals’ relational moral voices, their moral professionalism, and moral practices in four urban schools in Finland. Another main aim is to examine teachers’ voices in these schools as they identify critical incidents in their work that produce ethical reflection and moral emotions. After a brief introduction the book begins with a literature review on moral professionalism in education. It includes subchapters on moral and professional dimensions in education, professional ethics and the practice of education in schools, leadership and principals in urban schools, and educators’ moral professionalism as reflected in narratives. The important role of educators as moral professionals is made explicit. This book makes an important contribution as it draws attention to the impo rtance of moral professionalism in interactions at school. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Moral, Morality, Narratives, Pädagogische Psychologie, Professional ethics, Professionalism, Review, Teachers 2009
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(2009) : Proactive instructional strategies for classroom management In: Akin-Little, Angeleque; Little, Steven G.; Bray, Melissa A.; Kehle, Thomas J.; Akin-Little, Angeleque (Ed); Little, Steven G. (Ed); Bray, Melissa A. (Ed); Kehle, Thomas J. (Ed) (Hg.): Behavioral interventions in schools: Evidence-based positive strategies: Washington, DC, US: American Psychological Association (School Psychology), S. 141-156
Abstract: In this chapter, we do not attempt to reiterate the well-established literature on classroom structure. Instead, we introduce four proactive strategies teachers can implement during academic instruction to facilitate appropriate decorum and help a classroom run smoothly. Each strategy is an antecedent-based approach to preventing problems from occurring. Whereas consequent-based interventions require the problem behavior to occur before invoking the strategy (e.g., verbal redirect, time-out), antecedent-based approaches can be introduced without waiting for the problems to occur. The most common strategies include (a) proximity, (b) high rates of opportunities to respond, (c) high-probability requests (behavioral momentum), and (d) choice making. In the sections that follow, we define each of these strategies and document the effects of these interventions when used with students with or at risk for learning and behavior problems. While research has focused mostly on elementary school students, these techniques, with some possible modifications, should be appropriate for all grade levels and students in regular and special education classes. Finally, we conclude with a brief summary and discussion of the educational implications associated with employing antecedent-based, teacher-focused strategies for preventing problems from occurring. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2002
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(2002): Teachers' implicit theories, self-efficacy, professional experience, and willingness to consult on academic and behavioral problems. In: Dissertation Abstracts International Section A: Humanities and Social Sciences 62 (7-A)
Abstract: The present study examined the relationship among teacher variables and made predictions regarding teachers' willingness to consult with a school psychologist based on these variables. Specifically, teachers' implicit theories of intelligence, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's academic problems. Also, teachers' implicit theories of classroom decorum, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's behavioral problems. Pilot study I developed a new instrument measuring teachers' implicit theories of students' classroom decorum. The Nature of Classroom Decorum Questionnaire possessed moderate reliability and sufficient psychometric properties for use in the larger study. Pilot study II entailed the drafting and selection of scenarios. Teachers identified problems in these scenarios as either academic or behavioral in nature, and possessing enough magnitude to be considered for consultation with a psychologist. This measured teachers' willingness to consult with a psychologist. The method demonstrated low reliability for gauging willingness to consult on an academic problem, and moderate reliability when measuring willingness to consult on a behavioral problem. Multivariate procedures were conducted using two similarly configured path analyses. Teacher variables (work experience, implicit theories of intelligence classroom decorum, and personal teaching efficacy) were constellated in order to predict teachers' willingness to consult with a psychologist on a student's (a) academic problems, and (b) behavioral problems. The general study supported a previous finding that teachers were more likely to view student intelligence from the perspective of an incremental theorist the longer they worked in teaching. Teachers' professional experience was positively related to a greater sense of personal teaching efficacy, a finding also previously reported. Only personal teaching efficacy effectively predicted teachers' willingness to consult with a psychologist regarding a student's behavioral problems. No evidence supported the hypothesis that the implicit theories construct subsumed the teacher efficacy construct among the study's respondents. Implicit theories research methodology was critiqued. Teachers may be inclined toward conditional belief systems, rather than possessing categorical viewpoints of student potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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