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Ilse Ruys 《Teaching and Teacher Education》2011,27(7):1090-1100
This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that these skills increase over time, although no linear growth can be found. Student teachers’ skills development appears to be positively connected with their general feeling of teaching efficacy. Surprisingly, training and students’ pedagogical knowledge have no significant impact. 相似文献
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Marieke De Craemer Ellen De Decker Ilse De Bourdeaudhuij Maïté Verloigne Yannis Manios Greet Cardon 《Journal of sports sciences》2015,33(10):1051-1057
This study aimed at translating the physical activity (PA) guideline (180 min of total PA per day) into a step count target in preschoolers. 535 Flemish preschoolers (mean age: 4.41 ± 0.58) wore an ActiGraph accelerometer (GT1M, GT3X and GT3X+) – with activated step count function – for four consecutive days. The step count target was calculated from the accelerometer output using a regression equation, applying four different cut-points for light-to-vigorous PA: Pate, Evenson, Reilly, and Van Cauwenberghe. The present analysis showed that 180 min of total PA per day is equivalent to the following step count targets: 5,274 steps/day using the Pate cut-point, 4,653 steps/day using the Evenson cut-point, 11,379 steps/day using the Reilly cut-point and 13,326 steps/day using the Van Cauwenberghe cut-point. Future studies should focus on achieving consensus on which cut-points to use in preschoolers before a definite step count target in preschoolers can be proposed. Until then, we propose to use a provisional step count target of 11,500 steps/day as this step count target is attainable, realistic and helpful in promoting preschoolers’ PA. 相似文献
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This study analyses the expressed sexuality education needs of young people from Azuay, a region of Ecuador characterised by a large proportion of young people whose parents have migrated abroad, a group often considered at risk to developing of sexual health problems. Multi-stage stratified cluster sampling was used to recruit young people aged 11 and 19 years to the study. The expressed needs of participants were analysed in relation to gender, parents’ migratory status, age and geographical location. Survey findings revealed that young people expressed high needs with respect to the different components of Comprehensive Sexuality Education: gender roles, sexual and reproductive health, sexual citizenship, pleasure, violence, diversity and relationships. Ordinal regression analyses revealed few significant differences in relation to socio-demographic variables, which was surprising, in particular, with respect to the group of young people with migrating parents. Given the high levels of expressed needs, the findings carry important implications for the design and implementation of future sexuality education programmes. 相似文献
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Dorien Jansen Katja Petry Eva Ceulemans Saskia van der Oord Ilse Noens Dieter Baeyens 《欧洲特需教育杂志》2017,32(1):35-53
AbstractStudents with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations. 相似文献
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Over the last decade, education has been advanced as a new and legitimate core of the humanitarian crisis response. ‘Education in Emergencies’ (EiE) developed into an institutionalised field of humanitarian practice, advocacy, and scholarly work. Identifying how emergency discourses have been critiqued to operate as ‘social imaginaries’, in this paper the ‘emergency imaginary’ as it develops in the particular discursive context of EiE is analysed. We scrutinise how emergencies are represented in this EiE-discourse by pointing to the socio-ideological and economic drivers of conflict, how the interconnections between education and these drivers are pictured, and the educational changes subsequently advocated for. We conclude that, while EiE has been called a ‘new field of academic and policy research’, the discourse might reiterate prevailing power relations, leading to an adverse portrayal of crisis-affected communities and a legitimation of a global status-quo. 相似文献
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Children's conceptions of the self-conscious emotions guilt versus shame were investigated. In Study 1, 10–12-year-old children answered questions about scenarios that should elicit feelings of guilt and/or shame (moral transgressions and social blunders). In Study 2, 7–9- and 10–12-year-old children completed a sorting task to ascertain the features they associate with guilt and shame. Feelings of guilt were aroused by moral norm violations. Guilt feelings were also seen as involving an approach-avoidance conflict with respect to the victim, self-criticism, remorse, desire to make amends, and fear of punishment. Feelings of shame resulted from both moral transgressions and social blunders. Younger children associated shame with embarrassment, blushing, ridicule, and escape. Older children additionally characterized shame as feeling stupid, being incapable of doing things right, and not being able to look at others. 相似文献
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Karen Vocke Carl Westine Brooks Applegate Ilse Schweitzer VanDonkelaar 《Journal of Latinos & Education》2016,15(3):157-169
This survey and interview-based study examined the perspectives of 30 of the 38 migrant directors in Michigan, covering 26 summer migrant programs. Among the findings of this study were an unexpected inverse relationship between the size of programs and the frequency and number of external services and referrals they are able to provide for students; a widespread concern with interstate credit accrual and communication between state programs as well as differences in program directors’ perceptions of the ease of interstate communication; and a generally positive response to the suggestion of a new statewide evaluation protocol for migrant programs. 相似文献
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Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education. 相似文献