共查询到20条相似文献，搜索用时 468 毫秒
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Asia Pacific Education Review - Responding to increased global research interest in teacher educators’ professional lives, this study explores the resilience of Teaching–Research... 相似文献
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In the application of the Satorra–Bentler scaling correction, the choices of normal-theory weight matrices (i.e., the model-predicted vs. the sample covariance matrix) in the calculation of the correction remains unclear. Different software programs use different matrices by default. This simulation study investigates the discrepancies due to the weight matrices in the robust chi-square statistics, standard errors, and chi-square-based model fit indexes. This study varies the sample sizes at 100, 200, 500, and 1,000; kurtoses at 0, 7, and 21; and degrees of model misspecification, measured by the population root mean square error of approximation (RMSEA), at 0, .03, .05, .08, .10, and .15. The results favor the use of the model-predicted covariance matrix because it results in less false rejection rates under the correctly specified model, as well as more accurate standard errors across all conditions. For the sample-corrected robust RMSEA, comparative fit index (CFI) and Tucker–Lewis index (TLI), 2 matrices result in negligible differences. 相似文献
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This paper examines the construction of the professional role of teachers as reflected in the teacher autonomy and control discourses in teachers' newspapers during 1991–2010 in three national contexts: Estonia, Finland and Bavaria (Germany). Despite similar global pressures to increase the efficiency of education through output standardization and marketization, the local teaching traditions and policies have shaped different cultures of teacher professionalism. Throughout the national experiments with decentralization and recentralization of education, Estonian and Bavarian teachers have maintained restricted professionalism while Finnish teachers achieved extended professionalism in terms of the desired amount of teacher autonomy. 相似文献
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María del Mar del Pozo Andrés 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):599-614
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article. 相似文献
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Jory Brass 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):221-235
This study draws from histories of “educationalisation” and neo-Foucaultian histories of English teaching in an archival analysis that revisits landmark pedagogical texts that coincided with the rapid expansion of the school subject English in between the 1894 Report of the Committee of Ten and 1918 Cardinal Principles of Secondary Education. The archival analysis considers these two reform documents along with the first comprehensive books on English teaching, which were published between the 1890s and 1920s. The study’s analysis adopts a selective focus on their explicit aims and rationales for teaching English, particularly in secondary schools, and the pedagogic logics and practices by which English was imagined as a governmental response to various social problems. This archival work recovers the largely overlooked ways in which the teaching of English was positioned to improve the moral and social condition of the population, to develop youths’ capacities for self-governance, to professionalise teaching through the psychological sciences, and to include “problem” populations within the corrective spaces of the English classroom. It also illustrates how distinctive approaches to teaching English language and literature were understood to attune youths’ “souls” to a range of governmental norms. This study bridges ideas from two historical literatures in order to unearth “educationalisation” problematics and “governmental” practices that traditional histories of English teaching have largely obscured, particularly in the United States. 相似文献
7.
Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher. 相似文献
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The purpose of this study is to investigate how the ‘historical argument’, namely references to the educational policies and practices of other historical periods, was used by Greek politicians in the framework of the 1985 and 1997–1998 educational reforms. Employing the method of quantitative and qualitative content analysis, the authors attempt, on the basis of original sources (parliamentary debates/minutes) both to count and interpret the historical references. 相似文献
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In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous
women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are
thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the
current research literature.
Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison. 相似文献
11.
Katrien Van Laere Michel Vandenbroeck Griet Roets Jan Peeters 《Gender and education》2014,26(3):232-245
Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision. 相似文献
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This article performs exploratory research using a mixed-methods approach (structural equation modelling and a thematic analysis of interview data) to analyse the ways in which socioeconomic disparities in voting patterns are reproduced through inequalities in education in different national contexts, and the role of self-efficacy in this process. The evidence suggests that in Germany and England students with lower socioeconomic status (SES) have lower levels of general self-efficacy, and that this is reinforced through early experiences of inequalities in the education system, such as within- or between-school selection. Low levels of general self-efficacy are then found to reduce political self-efficacy and voting intentions. In Germany and England, it is these students who enter initial vocational education and training (IVET). The experience of IVET then reinforces the distinctions in civic engagement, probably either through peer socialisation and/or curriculum differences. In Denmark, where SES has a weaker association with track placement, the experience of being placed in IVET plays a stronger role in reducing political self-efficacy and voting intentions. 相似文献
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Eirini Mergoupi-Savaidou Faidra Papanelopoulou Spyros Tzokas 《Science & Education》2012,21(3):293-310
Based on our research on two Athenian daily newspapers for the first decade of the twentieth century, we present some historiographical
reflections concerning the role of the daily press in the circulation of scientific knowledge, ideas and practices. From the
wealth of material provided, we examine some of the ways in which scientific and technical knowledge was made available to
a wider public and contributed to the creation of a general scientific literacy. Although Greece has never been in the forefront
of scientific and technological research, the vast amount of newspaper articles on science and technology, but also references
to science and technology in other kind of articles, show how discussions on science and technology become part of daily life
in order to serve various agendas. Since newspapers address a very wide and diverse public on a daily basis they become privileged
media not only for understanding the role science and technology played in the formation of modern societies, but also for
examining the values and ideas attached to them and communicated to a wider public. 相似文献
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There is a dearth of research on the work–life balance experiences of academics who undertake short-term international teaching assignments. Academics who teach offshore are also accountable for onshore activities including lecturing, research, supervision of higher degree students, mentoring, publishing and administrative obligations inter alia. These responsibilities pose further challenges to work and life. Within the context of a qualitative design, 11 academics were interviewed in depth regarding their short-term international teaching experiences. Specific issues relating to family separation, excessive work hours, poor assignment planning and lack of organisational recognition were identified. Findings have important implications for academics, and university policy and practice. 相似文献
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Marta García-Ruiz María José Rodrigo Juan Andrés Hernández-Cabrera María Luisa Máiquez Maja Deković 《European Journal of Psychology of Education - EJPE》2013,28(2):173-188
The aims of the study were: (1) to examine whether adolescents’ attachment and the perceived quality of the communication with their parents relate to effective resolution of parent–child conflicts and (2) to determine whether the pattern of associations changes with adolescents’ gender and age. The sample consisted of 295 adolescents who filled the questionnaires. Structural Equations Models showed that secure attachment predicted a positive communicative climate, which in turn, predicted a more frequent use of negotiation. Secure attachment was related to the use of withdrawal strategies. Anxious attachment was related to high levels of criticism and disputes with parents, which, in turn, predicted the use of all conflict resolution styles. Avoidant attachment was not related to any of the conflict resolution styles. No differences were found in the pattern of associations by gender and age. The relevance of the findings for the social relational perspective to conflict resolution is discussed. 相似文献
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《Early education and development》2013,24(3):239-259
This paper reviews and examines critically the literature on caregiver–parent relations in daycare centers and family daycare homes. This literature is characterized by attempts to understand (and evaluate) the social changes and accumulating data regarding formal non-relative childcare in terms of the dynamics of informal, familial forms of care. Instead, it is argued that informal and formal care arrangements are qualitatively different, that neither type is inherently superior, and that each needs to be understood in terms of its own unique systemic and contextual characteristics. Viewing the data on formal care arrangements from this perspective, it is proposed that, 1) contrary to current interpretations, caregivers' ambivalent and critical attitudes toward parents are neither surprising nor a risk factor for children. Rather, these attitudes are an inherent component of the consumer/provider structure of the caregiver–parent relationship system and may actually facilitate the caregivers' involvement with the devalued parent's children; b) the high rates of parental satisfaction with daycare reflect neither a wholehearted endorsement, nor an adequate assessment of care quality. Rather, high satisfaction rates are one product of parents' attempts to cope with perceived marketplace constraints. Further, the narrow focus of the satisfaction research to date has also prevented us from adequately understanding parental perceptions of childcare and how they shape pertinent decision making processes; c) the documented low rates of caregiver–parent contact are an inherent feature of the professionalization process in the daycare system and are not a sufficiently useful indicator of the quality of caregiver–parent relationships; research in this area should expand to explore the relationship's potential buffer function. 相似文献
17.
Su Liang Sarah Glaz Thomas DeFranco Charles Vinsonhaler Robin Grenier Fabiana Cardetti 《Journal of Mathematics Teacher Education》2013,16(2):149-160
This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7–12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study indicated that the prospective teacher education emphasized a deep understanding of advanced mathematics, while the teacher professional development provided meaningful and effective ongoing activities for the enhancement of teaching skills. The teacher professional development appears to be an essential supplement to the prospective teacher education for improving teachers’ performance and developing teaching expertise. 相似文献
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This article analyses the teaching of Swedish language lecturers active in Germany during the first half of the twentieth century. It shows the centrality of literature and literary constructions and analyses images of Swedishness and the Swedish nation present in the teaching material of that time in relation to the national image present in Swedish schoolbooks. The importance of language teaching to the transfer of knowledge regarding foreign countries is also discussed, in this case the knowledge and images of Sweden that were transferred to German students via their lecturers. 相似文献
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Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–2011
This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society. 相似文献