Fostering Social Participation in Inclusive Classrooms of Students who are Deaf     

Susanne Schwab  Tanja Wimberger  Christoforos Mamas 《International Journal of Disability, Development & Education》2019,66(3):325-342

ABSTRACT

Research indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications.  相似文献   

Evaluating Training Outcomes in Corporate E-Learning and Classroom Training     

Andrea Beinicke  Tanja Bipp 《Vocations and Learning》2018,11(3):501-528

The study contributes to training evaluation research by systematically comparing training outcomes between corporate e-learning and classroom training. We investigated a sample of vocational trainees (N?=?86) in a field experiment with a time-lag design and examined their subjective as well as objective training success. While training success was subjectively perceived to vary in effectiveness depending on the setting right after the training, with higher scores for trainees in classroom training, it was perceived similarly effective in both training settings after six to eight weeks. With regard to objective training success, we found that whereas declarative and procedural knowledge scores increased for e-learning trainees, they decreased for trainees in classroom training. However, strengths of e-learning become more prevalent six to eight weeks after the training. Thus in the end, e-learning is as effective as classroom training for procedural knowledge and more effective than classroom training for declarative knowledge as e-learning trainees catch up on previous differences across time. We conclude that it is not the training setting or delivery media per se that leads to higher levels of trainings success in the long run but in order to be effective, trainings should be designed taking especially the type of learning content (declarative or procedural knowledge) into account.  相似文献   

Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction   总被引：3，自引：0，他引：3  

Jongmans MJ  Smits-Engelsman BC  Schoemaker MM 《Journal of learning disabilities》2003,36(6):528-537

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Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school,classroom, and individual factors     

Košir  Katja  Klasinc  Lucia  Špes  Tanja  Pivec  Tina  Cankar  Gašper  Horvat  Marina 《European Journal of Psychology of Education - EJPE》2020,35(2):381-402

European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents....  相似文献   

The premise,promise and disillusion of the ADHD categorisation – family narrative about the child’s broken school trajectory     

Juho Honkasilta  Tanja Vehkakoski 《Emotional and Behavioural Difficulties》2019,24(3):273-286

ABSTRACT

This study presents co-narrated school experiences of a young Finnish girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and those of her parents. The discourse analysis of the family interview focused on the discrepant ways family members gave meanings to and mobilised the ADHD categorisation while narrating their broken school trajectory. The results showed that the ADHD diagnosis was laden with the promise of the whole family being recognised differently by the school. However, this cultural promise proved disillusioning as daughter’s support needs and parents’ expertise were not recognised nor did the diagnostic category emancipate from stigmatising identities and blame. Interestingly, the parents leaned more on the diagnostic categorisation while accounting for the disillusion of these promises, whereas the daughter aimed at distancing herself from the ADHD category and behaviour characteristics related to it. The discussion concludes by comparing the viewpoints of cure and care when catering to children’s needs.  相似文献   

Does training with 3D videos improve decision-making in team invasion sports?     

Tanja Hohmann  Hilke Obelöer  Nele Schlapkohl  Markus Raab 《Journal of sports sciences》2016,34(8):746-755

We examined the effectiveness of video-based decision training in national youth handball teams. Extending previous research, we tested in Study 1 whether a three-dimensional (3D) video training group would outperform a two-dimensional (2D) group. In Study 2, a 3D training group was compared to a control group and a group trained with a traditional tactic board. In both studies, training duration was 6 weeks. Performance was measured in a pre- to post-retention design. The tests consisted of a decision-making task measuring quality of decisions (first and best option) and decision time (time for first and best option). The results of Study 1 showed learning effects and revealed that the 3D video group made faster first-option choices than the 2D group, but differences in the quality of options were not pronounced. The results of Study 2 revealed learning effects for both training groups compared to the control group, and faster choices in the 3D group compared to both other groups. Together, the results show that 3D video training is the most useful tool for improving choices in handball, but only in reference to decision time and not decision quality. We discuss the usefulness of a 3D video tool for training of decision-making skills outside the laboratory or gym.  相似文献   

Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study     

Marina Mattheoudakis   《Teaching and Teacher Education》2007,23(8):1272-1288

This article reports on a longitudinal study that aims to investigate pre-service EFL teacher beliefs about learning and teaching in Greece. The study attempts to track possible changes in those beliefs during a 3-year teacher education program and explores the impact of teaching practice, in particular, on student teachers’ beliefs. The results indicate that while there is a gradual and sometimes significant development in student teachers’ beliefs during the program, student teachers’ engagement in the teaching practice seems to have a low impact on the development of their beliefs. Those findings are interpreted with reference to the structure and context of the specific teacher education program and can be useful for the design and development of EFL teacher education programs.  相似文献   

“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse     

Tanja M. Vehkakoski 《Scandinavian Journal of Educational Research》2020,64(3):408-424

ABSTRACT

This study offers detailed observational analyses of how teachers use optimism as an instructional resource when responding to students’ failure expectation displays in classroom situations. The results were based on video-recordings of 25 lessons in two Finnish part-time special education settings, analysed by means of applied conversation analysis. The results showed that the teachers boosted optimism by inverting students’ negative utterances, giving examples of successful experiences of peers, offering praise for students’ earlier performance or focusing on problems through instructional support. The study underlines the importance of addressing and elaborating students’ negative learning-related self-assessments in classroom interactions.  相似文献   

Teachers’ empathy: can it be predicted by self-efficacy?     

Marina Goroshit 《Teachers and Teaching》2016,22(7):805-818

Teachers’ social-emotional competencies seem to play a significant role in promoting social-emotional learning in schools. Empathic teachers were found to possess a higher level of morality; to communicate more successfully with their students; to encourage them to forge empathic relationships; and to successfully motivate their students. Yet, there is a dearth of literature on how to develop such empathy in teachers. The present study, which is based on a large body of research, investigated the contribution of teachers’ self-efficacy and emotional self-efficacy to teacher empathy. The sample comprised 543 teachers from the central region of Israel who completed self-report questionnaires. Findings indicated that both types of self-efficacy contribute to empathy in teachers, but the contribution of teacher self-efficacy is greater. These findings can benefit teacher educators, principals and others involved in teacher performance and well-being throughout the world. Findings may suggest that both efficacies are compelling variables that need to be addressed and enhanced in relation to teacher empathy. In addition, the findings strengthen the notion that social-emotional competence in teachers is strongly associated with teachers’ self-beliefs regarding their teaching efficacy.  相似文献   

Knowledge transfer in family businesses and its effects on the innovativeness of the next family generation     

Marina?LetonjaEmail author  Mojca?Duh 《知识管理研究与实践》2016,14(2):213-224

Processes of transferring, interacting, sharing and converting knowledge are of crucial importance in any firm due to their influence on innovations. These processes are especially challenging during the family business succession. A theory-building qualitative study was undertaken to extend our understanding of the dynamics of the knowledge transfer process and its effects on the successor’s innovativeness. The findings of the in-depth analysis of 10 family SMEs show that tacit knowledge transferred from a founder to a successor is important but not sufficient for enhancing the successor’s innovativeness. It should be combined with the knowledge gained outside the family business. Several propositions were developed that provide basis for future confirmatory research and have implications for practice by providing useful findings to key stakeholders in family businesses as well as to professionals dealing with innovativenness, knowledge transfer and creation in family businesses.  相似文献