How do children with different levels of self-concept perceive their school activities?
- Jiang, Xiaoli, Prosser, Laurie, Hawkins, Ken
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
Shedding school early insights from school : Community shed collaboration in Australia
- Golding, Barry, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
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