Changes in cultural representations on Indonesian children's television from the 1980s to the 2000s     

Hendriyani  Ed Hollander  Leen d'Haenens  Johannes W. J. Beentjes 《亚洲交流杂志》2016,26(4):371-386

This study describes the changes over time in the portrayal of socio-cultural characteristics; namely gender, age, ethnicity, religious outlook, family unit, violence experienced, living conditions, and cultural values in Indonesian children's television programs. Using systematic-quantitative content analysis of popular locally produced Indonesian children's television programs in the 1980s and the 2000s, this study found that all socio-cultural characteristics changed over time, except for gender representation with male actors consistently outnumbering female actors. There were some predominant socio-cultural characteristics in the 1980s, the era of authoritarian broadcasting system in Indonesia: most of the major characters were children and preteens, from Western Indonesia, not showing religious symbols or practices, having more than one sibling, and the majority of the adult characters were married. In the 2000s, the era of liberal broadcasting system, major characters were children and teens, showing certain religious symbols, having no or only one sibling, and the majority of the adult characters were single. Indonesian children's television brought certain cultural values to the fore for their young audiences to identify themselves with: self-direction and benevolence.  相似文献   

The logic of success: the relation between complex problem-solving skills and university achievement     

Matthias Stadler  Nicolas Becker  Johannes Schult  Christoph Niepel  Frank M. Spinath  Jörn R. Sparfeldt  Samuel Greiff 《Higher Education》2018,75(1):1-18

This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them.  相似文献   

Effects of earnings-supplement policies on adult economic and middle-childhood outcomes differ for the "hardest to employ"     

Yoshikawa H  Magnuson KA  Bos JM  Hsueh J 《Child development》2003,74(5):1500-1521

Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children.  相似文献   

Book reviews     

Johannes Zielinski  Ben Morris  Hans Kirchhoff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(4):486-495

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One leader,one school and an atypical South African educational landscape: The pedagogical viability of a shared technology project     

Leentjie van Jaarsveld  P. J. Mentz  Johannes L. van der Walt 《Africa Education Review》2016,13(1):51-66

Visionary leaders shape their actions and initiate transformation to reach a specific goal. To do so is critically important in South Africa, where the education system offers limited opportunities to manage a school in a manner that deviates from the prescribed norm. School leaders typically encounter barriers such as the inadequacy of the national educational budget, poor teaching and learning quality, limited curriculum offerings and insufficient learning resources. One entrepreneurial school leader nevertheless, successfully crossed the boundaries of income, culture, language and technology, and as a result now provides efficient and equal education to less privileged schools in the immediate vicinity of his school, in a rural area in Mpumalanga Province. This article reviews the proactive, innovative and visionary leadership of this principal and assesses the pedagogical justifiability of his entrepreneurship.  相似文献   

Children's Recall of Televised and Printed News as a Function of Test Expectation     

Johannes W. J. Beentjes  Marcel W. Vooijs  Tom H. A. Van Der Voort 《Learning, Media and Technology》1993,19(1):5-13

An exploratory study was carried out to investigate the relative effectiveness of news stories watched on television and news stories read by children. Children aged 10 to 12 (n = 123) either watched five news stories or read print versions of the same news stories. In each condition, half of the children expected a retention test, whereas the other children did not. Results indicated that children who did not expect a retention test learned more from television news than from printed news. Among children who expected a retention test, televised and printed news were recalled about equally well.  相似文献   

Negative Knowledge: Understanding Professional Learning and Expertise     

Martin Gartmeier  Johannes Bauer  Hans Gruber  Helmut Heid 《Vocations and Learning》2008,1(2):87-103

In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals’ expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional knowledge by emphasizing knowing about what to avoid as part of experts’ effective actions. During routine actions, negative knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work. Re-submitted for publication in: Vocations and Learning: Studies in Vocational and Professional Education.  相似文献   

A strong commitment: conforming a school identity at one compulsory faith school in a disadvantaged area     

Johannes Lunneblad  Ylva Odenbring  Anette Hellman 《Ethnography and Education》2017,12(1):112-126

The focus of the present study is on how educators and students create a ‘sense of belonging’ and school identity. The ethnography was carried out at an independent Christian school with children and students aged six to sixteen years. This study’s aim is to contribute knowledge about how the identity of a school has become an important factor in the context of the marketisation of education. The identity of the school is articulated as a school with a Christian profile. Further, the results show how diversity and multiculturalism were downplayed. The school can thereby be interpreted as a way to avoid categorisation as an immigrant school. The identity as a Christian school symbolically lifts it from its socio-economic position in the urban geography. This identity becomes central to how the school is presented in an economic market of free school choice.  相似文献   

The new political economy of higher education: between distributional conflicts and discursive stratification     

Tobias Schulze-Cleven  Tilman Reitz  Jens Maesse  Johannes Angermuller 《Higher Education》2017,73(6):795-812

The higher education sector has been undergoing a far-reaching institutional re-orientation during the past two decades. Many adjustments appear to have strengthened the role of competition in the governance of higher education, but the character of the sector’s emerging new political economy has frequently remained unclear. Serving as the introduction for the special issue, this article makes the case for a multidimensional strategy to probe higher education’s competitive transformation. In terms of conceptualizing the major empirical shifts, we argue for analyzing three core phenomena: varieties of academic capitalism, the discursive construction of inequality, and the transformation of hierarchies in competitive settings. With respect to theoretical tools, we emphasize the complementary contributions of institutional, class-oriented, and discourse analytical approaches. As this introduction elaborates and the contributions to the special issue demonstrate, critical dialog among different analytical traditions over the interpretation of change is crucial for improving established understandings. Arguably, it is essential for clarifying the respective roles of capitalist power and hierarchical rule in the construction of the sector’s new order.  相似文献   

Datengetrieben und/oder evidenzbasiert?     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2016,19(1):147-161

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