Research in education 

About: Research in education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Higher education & Academic achievement. It has an ISSN identifier of 0034-5237. Over the lifetime, 895 publications have been published receiving 10217 citations.

Bullying: Elementary Teachers' Attitudes and Intervention Strategies

Abstract: 27 R has consistently documented that bullying behaviours are associated with serious shortand long-term outcomes for both victims and perpetrators. For example, Craig (1998) found that repeatedly victimised children are more likely to report internalising problems such as anxiety and depression. Bullying is also associated with peer rejection, early school dropout, involvement in crime, and adult psychopathology (Crick, 1995; Parker and Asher, 1987). Aggression and bullying in schools have become major concerns for educators. Classroom teachers face challenges to deal with a perpetrator and a victim, which means less time devoted to class work and instruction. Owing to the negative outcomes associated with bullying and victimisation, psychological and educational research continues to search for effective ways to address bullying behaviours. Proactive school-wide programmes have been proposed to prevent bullying behaviours (Olweus, 1991; Pepler et al., 1994; Smith and Sharp, 1994). These programmes are designed to promote systematic changes in school culture against bullying behaviours or school violence. The systematic approach reflects current conceptualisation of bullying as ‘an interaction that occurs between an individual bully and a victim and unfolds within a social ecological context’ (Atlas and Pepler, 1998, p. 86). However, less attention has been given to individual teachers’ responses to bullying behaviours. Given that teachers are the individuals most likely to handle a bullying incident (Smith and Sharp, 1994; Smith and Thompson, 1991), they play an important role in creating a positive school climate. Teachers’ responses should be carefully examined and teachers’ roles also should be considered in prevention and intervention of bullying behaviours. Teachers’ responses to bullying behaviours may influence future behaviours of both victims and perpetrators. Huesmann and Eron (1984) explain that bullying behaviours are reinforced when a bully successfully dominates a victim and does not experience negative consequences (i.e. punishments). That is, unless appropriate consequences are consistently and immediately given after each bullying episode, bullying behaviours have a greater chance of recurring in the future, especially when there is continuing success in Bullying

The Causes, Views and Traits of School Absenteeism and Truancy: An Analytical Review

Abstract: T purpose of this article is to focus on a review of recent research into school absenteeism and truancy. The specific aim is to provide detailed information which should be particularly helpful for teachers and staff in schools to use, along with a range of caring professionals such as education welfare officers, learning mentors, home school liaison officers and educational researchers. Consequently, this review is limited to a consideration of: definitional issues; the causes of truancy and non-attendance; out-of-school provision; the Office for Standards in Education (OfStEd) position; the role of parents; the link between truancy and crime; current trends and the Children Act 2004.

The Influences and Motivations on Which Students Base Their Choice of Career

Abstract: The aim of the study was to examine the influences and motivations, on which students base their choice of career. 348 young people aged 14-18 years, completed a questionnaire and took part in an interview concerning their choice of career. It was found the greatest influence on their choice of career was their parents, followed by that of their teachers. There was evidence of gender differences, with same sex parental influences. Although seeking further education was the most popular next step for most respondents, marriage was more important to females than to males. Overall motivation to work was found primarily to involve money, and liking for the job. Very low on the list were long term goals, such as personal development, career advancement, and pensions. Most noticeably, the students considered status was derived from possessions, rather than employment. It was suggested, a consequence of this was that employers options to motivate workers were very limited. It was hoped, the profile of career influences and motives, would be helpful for teachers with responsibility for careers guidance.

Hong Kong Teacher Education Students' Epistemological Beliefs and Approaches to Learning:

Abstract: 36 S motivation to learn and learning processes are always the major concerns of school teachers and college professors. Educators have theorised different models and engaged in research to help understand the nature of students’ motivation and learning processes. One commonly cited model in teaching and learning literature is the 3P model of classroom learning, outlined by Dunkin and Biddle in 1974 (Biggs and Moore, 1993), which relates the main components in classroom learning in terms of the three Ps: Presage (students’ characteristics and teaching context), Process (task processing) and Product (nature of outcome). Among students’ characteristics associated with learning, students’ motivation and their approaches, hence strategies to learn, are considered important elements and have been much researched. Studies of learning strategies show an important interplay of the cognitive, affective and metacognitive components in students’ self-regulated learning (e.g. Vermunt, 1988, 1989). Students’ belief in abilities and learning is also found to be an influential element of motivation and achievement (Dweck and Leggett, 1988). The relation of students’ belief and motivation to learn has become one of the current research topics, and the study of epistemological beliefs has drawn the interest of a number of researchers.