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11.
Ellen Beate Hansen Sandseter 《Early Childhood Education Journal》2009,36(5):439-446
The purpose of this article is to qualitatively explore the affordances for risky play in two different preschool outdoor
environments, an ordinary preschool playground and a nature playground, based on Gibson (The ecological approach to visual
perception, 1979) theory of affordances and Heft’s and Kytte?’s (Heft in Children’s Environ Qual 5(3) 29–37, 1988; Kytt? in J Environ Psychol 22:109–123, 2002, Kytt? in J Environ Psychol 24:179–198, 2004) extended work on this theory. Observations of risky play in two Norwegian preschools, one ordinary preschool (where play
took place on an ordinary playground) and one nature and outdoor preschool (where play took place in a nature area) were conducted.
In addition, the children were interviewed about their actualized affordances of risky play, their mobility license, and the
constraints on risky play. The results show that both play environments afford an extensive amount of risky play among the
children, and that the degree of mobility license tolerated by the staff is an important factor for the children to actualize
these affordances. Differences in the qualities and features in the two play environments were found to have an impact on
the degree of riskiness in the play situations. As such, the nature playground afforded a higher degree of risk in children’s
risky play. 相似文献
12.
Susanne Koerber Daniela Mayer Christopher Osterhaus Knut Schwippert Beate Sodian 《Child development》2015,86(1):327-336
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. 相似文献
13.
Ohne Zusammenfassung
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14.
To succeed in a period of change, German book publishers need to adopt innovations, e.g., implement e-books into their product portfolio. Yet, in the book industry, the adoption of new technologies is not commonplace: Despite being the second biggest book market worldwide, only 1.2 % of all published books in Germany are available as e-books. This problem leads us to investigate the factors that determine whether publishing companies decide in favor or against entering the e-book market. Based on a standardized survey of more than 240 German publishing houses, barriers to innovation adoption are examined from a micro, meso and macro perspective. Our main findings show that individual characteristics of management and the company’s corporate culture strongly predict adoption. Also, organizational communication seems to be critical. Taking this into account, the key resource to enable innovation seems to be information underlining the necessity of communities of practice. 相似文献
15.
Beate Hellawell 《Support for Learning》2022,37(2):336-350
This article reports on an action-research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia-friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream School. I argue that this framing supports the thriving of individuals, rather than perpetuating a reliance on outdated diagnosis-led support. I conclude that the EEF recommendations can support practitioners to embed inclusive practices that take individual needs seriously but reject deficit models of disability. 相似文献
16.
This article considers implications for partnership working across the Special Educational Needs and Disabilities (SEND) system in England, at a time when a long-overdue SEND Review is imminent and the SEND Code of Practice 2015 is awaiting a significant overhaul. It highlights the role local policy actors occupy within this system, as the progression of the Covid-19 pandemic moves SEND partnerships towards a ‘new normal’ and there is heightened concern about missed opportunities for reform and renewal. Previously published findings from an online questionnaire (n = 100) undertaken by the Special Educational Needs Policy Research Forum provided insight into how school staff had been supported in the teaching of pupils with SEND during periods of school closures and what lessons had been learned. The present article offers a thematic analysis of the narrative responses provided in addition to the closed survey questions. The analysis generated six statements that can be understood as lessons learned from the pandemic for partnership working, drawing on the experiences of parents, school staff, and advising professionals working in local authorities. 相似文献
17.
Morris Gellisch Oliver T. Wolf Nina Minkley Wolfgang H. Kirchner Martin Brüne Beate Brand-Saberi 《Anatomical sciences education》2022,15(5):811-826
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students. 相似文献
18.
Peer Problems and Hyperactivity–Impulsivity Among Norwegian and American Children: The Role of 5‐HTTLPR 
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下载免费PDF全文 Frode Stenseng Zhi Li Jay Belsky Beate W. Hygen Vera Skalicka Ismail C. Guzey Lars Wichstrøm 《Child development》2018,89(2):509-524
Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the serotonin system is thought to be involved in ADHD‐related behavior. Hence, from a Gene × Environment perspective, the serotonin transporter 5‐HTTLPR may play a moderating role. In two large community samples, the moderating role of 5‐HTTLPR was examined related to more hyperactivity–impulsivity symptoms (HI symptoms) predicted by more peer problems. In Study 1, involving 642 Norwegian children, results indicated that for s‐allele carriers only, caregiver‐reported peer problems at age 4 predicted more parent‐reported HI symptoms at age 6. In Study 2, similar results emerged involving 482 American children. Discussion focuses on differential sensitivity to the adverse effects of poor peer relations. 相似文献
19.
Beate Krais 《Higher Education Quarterly》2002,56(4):407-418
The careers of women in German higher education are really careers which lead out of academe: women disappear on the route to the top. In order to track processes and structures which lead to this 'academic mortality of females', this article views higher education as a social field with its own dynamic of development, differentiated according to subject cultures. At the centre of the exploration lie organisational structures, hierarchies, time allocation, customs, traditions, everyday practices and interaction in the scientific community. In order to gain insight into these, detailed interviews were carried out with aspiring academics, institute directors and professors, both at universities and at research institutes outside the orbit of universities; the use of time was studied, and ethnographic material was assembled, together with statistical data. This contribution focuses on the structural conditions of the academic career, on symbolic violence in direct interaction, on patterns of competitive behaviour in the scientific community and on the role of mentors. 相似文献
20.
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale 总被引：3，自引：0，他引：3
Helen M.G. Watt Paul W. Richardson Uta Klusmann Mareike Kunter Beate Beyer Ulrich Trautwein Jürgen Baumert 《Teaching and Teacher Education》2012
Motivations for preservice teachers' choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was initially developed and validated in the Australian context; our study applied it across international samples from Australia, the United States, Germany, and Norway. Support for strong factorial invariance implied the scale functioned similarly, and could fruitfully be employed in different contexts. Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences. 相似文献