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11.
The positive impact of families’ higher social origin on the transition into more demanding secondary school forms can be split up into two effects: the primary effect, which is conditioned by higher achievements of children from privileged social origin, and the secondary effect, which is independent of achievement differences and can be explained by the fact that higher school curricula are less costly and promise more benefits for parents of higher social status than for parents of lower social status. It is examined how the relative size of both effects has changed in Germany between 1969 and 2007 using two comparable studies in the federal state Hesse, which measure students’ achievement and their social origin in very similar ways. The transition to the Gymnasium, the most prestigious track of the German tripartite secondary school, is investigated applying the method by Karlson et al. (2012). The primary effect has increased, specifically because of an increasing impact of achievement; and the secondary effect decreased such that school has gained more impact compared to the child’s parental home. 相似文献
12.
Gert Lang Liesbeth De Donder Bridget Penhale José Ferreira-Alves Ilona Tamutiene Minna-Liisa Luoma 《Educational gerontology》2013,39(7):531-542
Some literature on elder abuse recommends, and practitioners claim, that there should be better assessment and screening tools. In order to improve the accuracy of measurement instruments, the purpose of this article is threefold: (a) describing the construction of an instrument with formative indicators and the survey design about the sensitive topic of elder abuse, (b) development of an analytic strategy to improve the precision of the measures by (c) evaluating the measurement instrument through quality criteria against outcomes of the instrument. We randomly selected 2,880 home-dwelling older women aged 60 and above from five European Union countries who participated in a survey on elder abuse. Prevalence data on abuse against older women was gathered using a postal (BE, FI, PT), face-to-face (BE, LT), and telephone survey (AT) but using an identical instrument. A table with outcome measures was calculated to evaluate the formative indicators of the measurement instrument, and a decision strategy for item reduction was developed. The results suggest that 12 (35%) of the original 34-indicators instrument can be omitted. The adapted version can provide the same elder abuse prevalence rates (reliability) with the same negative associations in terms of life quality (validity). The results indicate in an applied way how an elder abuse instrument can be evaluated and further developed using formative measures. 相似文献
13.
Sigrid Wimmer Manuela Paechter Helmut K. Lackner Ilona Papousek 《Mind, Brain, and Education》2020,14(1):5-15
Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback. 相似文献
14.
The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
相似文献15.
Kendra Geeraerts Päivi Tynjälä Hannu L.T. Heikkinen Ilona Markkanen Matti Pennanen David Gijbels 《欧洲师范教育杂志》2015,38(3):358-377
Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees’ perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community. 相似文献
16.
Arnold-Berkovits Ilona Kurz Alexander Reddy Linda A. 《Educational Assessment, Evaluation and Accountability》2019,31(1):97-119
Educational Assessment, Evaluation and Accountability - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott... 相似文献
17.
Carina Schönmoser Monja Schmitt Christian Lorenz Ilona Relikowski 《Zeitschrift für Erziehungswissenschaft》2018,21(2):317-337
In this paper, we investigate the assessment of educators and parents on the prosocial behavior of 5?year old kindergarteners. Using the data of the Kindergarten cohort (SC2) of the National Educational Panel Study (NEPS) we show that the assessments of two raters differ tremendously on the same subject. Further, the parents assess the prosocial behavior more positive than the educators do. While the parents’ assessment remains mostly stable across the investigated variables, the educators’ assessment highly varies. We find significant differences in the educators’ assessment regarding the age and the sex of the child as well as their language competencies. 相似文献
18.
Ilona Södervik Mirjamaija Mikkilä-Erdmann Henna Vilppu 《Journal of Science Teacher Education》2014,25(5):581-600
The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational text. Especially students who had naïve prior understanding regarding photosynthesis benefitted more from a refutational text. Thus, a refutational text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes. 相似文献
19.
Gibson JT Baker CE Showalter SM Al-sarraf Q Atakan SA Borgen WA Guimaraes IR Giusti-ortiz AL Ishiyama FI Robertson M 《International journal for the advancement of counseling》1992,15(3):137-149
This is the second report of a multinational project undertaken in 1988 by the International Round Table for the Advancement of Counseling that sought, among other things, to compare and contrast the reported problems, coping strategies, and help-seeking behavior of 2129 male and 2307 female adolescents from a total of three different socioeconomic backgrounds in each of 16 countries (Australia, Brazil, Canada, Greece, Hong Kong, India, Israel, Japan Kuwait, the Netherlands, the Philippines, China, Puerto Rico, Turkey, the US, and Venezuela) and from a "classless" background in Russia. The first report described the study and research methodology and cited preliminary findings that 1) problems and coping strategies tended to be universal and age-related; 2) impoverished subjects from Brazil, India, the Philippines, and Venezuela had more problems than any other adolescents; 3) problems were usually related to school, family, and identity rather than to sexuality; and 4) the most common coping strategy was individual problem-solving. This report compares male/female identification of up to three problems that cause worry, response to such problems, and help-seeking behavior. All adolescents cited problems in school, identity, and family. Males and females reported similar coping strategies and showed a strong dependence on individual coping strategies. Both males and females choose personal friends and family members as those most likely to help with problems. Males exhibited a higher percentage of problems related to school and a lower percentage of family problems. Russian adolescents reported more problems relating to altruism than any other group, especially males. These results imply that strong similarities exist for males and females, and the findings are worrisome in that problems related to sexuality were not cited. Counselors should expect the concerns of adolescents to be developmentally related and to overwhelm gender differences. 相似文献
20.
Henna Vilppu Mirjamaija Mikkilä-Erdmann Ilona Ahopelto 《Scandinavian Journal of Educational Research》2013,57(3):246-262
The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of Learning Styles. Understanding of photosynthesis increased after the text reading among all the students. However, deep and independent learners reached a better understanding than reproductive and support-dependent students. The refutational text seemed to promote understanding more than the traditional text. The study supports the assumption that personal characteristics play a role in learning complex scientific concepts. Further, refutational texts seem to facilitate high quality learning. 相似文献