Adolescents’ Friendships,Academic Achievement,and Risk Behaviors: Same-Behavior and Cross-Behavior Selection and Influence Processes     

Mariola C. Gremmen  Christian Berger  Allison M. Ryan  Christian E.G. Steglich  René Veenstra  Jan K. Dijkstra 《Child development》2019,90(2):e192-e211

This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; M_age = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.  相似文献   

Mental testing and educational streaming in Ontario and Denmark in the early twentieth century: a comparative and transnational perspective     

Patrice Milewski  Christian Ydesen 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):371-390

ABSTRACT

This article compares and contrasts the use of mental testing and the formation of educational streaming in Denmark and Ontario during the interwar years. In this sense, the article adds nuances to the meaning of internationalism as well as contributing to our knowledge about how ideas of testing practices circulated among countries and continents. One way ideas and practices circulated was via informal networks promoted by the education traveller. Key proponents of mental testing in both Denmark and Ontario travelled to continental Europe, England, and the United States studying and observing the practices and institutional arrangements associated with educational streaming. Our main findings are that the processes used to implement mental testing in the two countries differed significantly. Mental testing was implemented much later in Denmark than in Ontario. This was due to different contextual, cultural, and historical factors that promoted changes to the existing system, or, alternatively, represented a barrier or even obstructed changes to it. Nevertheless, mental testing was implemented in both education systems as a relatively coherent technology rooted in transnational movements and exchange, but was attended by highly different practices and local meaning-making.  相似文献   

Assessing study abroad students’ intercultural sensitivity with narratives     

Tarchi  Christian  Surian  Alessio  Daiute  Colette 《European Journal of Psychology of Education - EJPE》2019,34(4):873-894

European Journal of Psychology of Education - This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional...  相似文献   

The Use of Telidon in Canada     

Hans Kratz  Robert A Abell 《Educational Media International》2013,50(1)

Telidon is the result of the marriage between a computer and a telephone. There are multiple configurations that can be devised with its constituent elements: a TV monitor, a keyboard or keypad; a decoder; a telephone signal, wired or wireless; and a computer.  相似文献   

A Wittgenstein Approach to the Learning of OO-modeling     

Christian Holmboe 《Computer Science Education》2013,23(4):277-296

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.  相似文献   

Jewish All‐Day Schools in Belgium     

Hans Gaertner 《Journal of Jewish Education》2013,79(3):66-68

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Evolution of Teacher Training Methods Using Video in German‐speaking Countries     

Hans G. Klinzing  Walther Zifreund 《Educational Media International》2013,50(4):156-162

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Berlin Film Week     

Hans Greetfeld 《Educational Media International》2013,50(2)

From 12 to 16 March 1979 the 15th International Week of Educational and Teaching Films took place at the AV-Centre Berlin (West), a centre for audio-visual media. About 100 visitors from 17 different member count everybody the opportunity to select films according to his particular interests. However, how should a reporter go about trying to give a comprehensive impression of the Film Week? What I did was to talk to as many visitors as possible, compare their remarks and comments, and try to formulate some results.  相似文献   

Psycholinguistic Descriptions and Their Relevance to Education     

Hans Vejleskov 《Scandinavian Journal of Educational Research》2013,57(1):187-196

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The impact of participation in sports on educational attainment—New evidence from Germany     

Christian Pfeifer  Thomas Cornelißen 《Economics of Education Review》2010,29(1):94-103

We analyze the impact of exercising sports during childhood and adolescence on educational attainment. The theoretical framework is based on models of allocation of time and educational productivity. Using the rich information from the German Socio-Economic Panel (GSOEP), we apply generalized ordered probit models to estimate the effect of participation in sport activities on secondary school degrees and professional degrees. Even after controlling for important variables and selection into sport, we find strong evidence that the effect of sport on educational attainment is statistically significant and positive.  相似文献