Becoming a Secondary Teacher in Germany: A trainee perspective on recent developments in initial teacher training in Germany   总被引：1，自引：0，他引：1  

Marion Jones 《欧洲师范教育杂志》2000,23(1):65-76

Increasing job mobility amongst secondary teachers within Europe, as well as the relentless pursuit of quality, prompted me into studying the training of graduates in Germany. It is the aim of this study to draw conclusions in relation to Initial Teacher Training programmes in England through the critical analysis of the German system in the federal state of Baden-Württemberg. It focuses on the following aspects: the statutory framework, preparation for teaching, assessment of trainee competence and support available to trainee teacher (mentor, tutor). This study raises issues, which do not exclusively relate to the German situation, but are equally relevant within an English context. The points considered are: the role of the mentor, assessment of trainee competence and the ratio of theory and practice as elements of the course content. La mobilité croissante des enseignants du secondaire au sein de l'Europe ainsi que la recherche incessante de qualité, m'ont poussée à étudier la formation professionnelle en Allemagne. Le but de cette étude est de tirer des conclusions sur la formation professionnelle des enseignants du secondaire en Angleterre à travers une analyse critique du système dans l'état fédéral de Baden-Württemberg. Cette étude se concentrera sur les points suivants: la structure officielle, la préparation à l'enseignement, l'évaluation des compétences pédagogiques et le support disponible aux professeurs en formation. Cette étude met à jour des problèmes qui existent aussi bien en Allemagne qu'en Angleterre. Les aspects considérés sont: le support du mentor, l'évaluation de l'aptitude des stagiaires et le temps attribué à la théorie et à la pratique pendant la formation. La creciente movilidad de profesores de secundaria en Europa asícomo la incansable búsqueda de calidad me sugirió un estudio sobre la formación pedagógica en Alemania. Es la intención de este estudio el evaluar la formación pedagógica en Inglaterra a través de un análisis crítico del sistema alemán en el estado federal de Baden Württenberg. El estudio se centra en las siguientes áreas claves: el sistema de estatutos, la preparación para la enseñanza, la evaluación de la competencia del profesor aprendiz y el apoyo del mentor/tutor. El estudio discute temas que no se refieren exclusivamente a la situación alemana pero que son igualmente relevantes dentro de un contexto inglés. Los puntos considerados son: la función del mentor, la evaluación de la competencia del aprendiz, y la relación entre la teoría y la práctica como elementos del contenido del curso. Die zunehmende Mobilität der LehrerInnen auf dem europäischen Arbeitsmarkt sowie ein ständiges Streben nach Qualitätsverbesserung haben mich zu einer Studie über das Lehrpraktikum an weiterführenden Schulen in Deutschland veranlaßt. Das Ziel dieser Studie besteht darin, durch kritische Analyse des Systems in Baden-Württemberg, Schlußfolgerungen über das Ausbildungsprogramm in England zu ziehen. Die folgenden Schwerpunkte sind dabei berücksichtigt worden: Gesetzliche Rahmenbedingungen, Vorbereitung auf die Lehrtätigkeit, Beurteilung der LehrpraktikantInnen, Unterstützung durch MentorInnen und Lehrbeauftragte. Diese Studie rückt folgende Diskussionspunkte in den Vordergrund, die sich nicht ausschließlich auf die Situation in Deutschland beziehen, sondern in gleichem Maße auf England zutreffen: die Mentorenrolle, die Beurteilung der Lehrfähigkeit und das Verhältnis von Theorie und Praxis im Ausbildungsprogramm.  相似文献   

An Argument in Search of Evidence: A Response to Camara et al. (2019)     

Scott Marion  Chris Domaleski 《Educational Measurement》2019,38(4):27-28

This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college‐admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using admissions tests as an achievement indicator in high school accountability systems. Second, we find the evidence put forth by Camara et al. argument incomplete and/or overstated, even if evaluated against a more limited set of claims. We offer several additional comments regarding the construction of their validity argument, the lack of transparency for evaluating many of the claims, and the potential unintended negative consequences associated with the use of the ACT or SAT as the primary achievement indicator in a state accountability system.  相似文献   

Sexual and reproductive health education: opinions of students and educators in Bolgatanga municipality,northern Ghana     

Jolien van der Geugten  Marlies Dijkstra  Berno van Meijel  Marion H.G. den Uyl  Nanne K. de Vries 《Sex education》2013,13(2):113-128

There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the ‘family planning’ sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students' eagerness to learn, and the feeling that the SRH programme really benefited students' lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana.  相似文献   

The Great Immensity: A Theatrical Approach to Climate Change     

Sherri Wasserman  Marion Friedman Young 《Curator: The Museum Journal》2013,56(1):79-86

In 2010, the Civilians—a New York based investigative theater company—received a three‐year grant from the National Science Foundation to develop The Great Immensity, a play addressing the complexity of climate change. The rigorous research that the Civilians puts into each production, the balance of scientific content and public engagement, the inclusion of scientists within the artistic development process, and the effort to engage a varied audience via a multi‐platform media approach, make the project a relevant case study for curators working with public science communication.  相似文献   

Phonetic transcriptions     

Marion Robinson  Beverly Canning 《Quarterly Journal of Speech》2013,99(3)

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An Approach for Evaluating the Technical Quality of Interim Assessments   总被引：1，自引：1，他引：0  

Ying Li  Scott Marion  Marianne Perie  Brian Gong 《Peabody Journal of Education》2013,88(2):163-185

Increasing numbers of schools and districts have expressed interest in interim assessment systems to prepare for summative assessments and to improve teaching and learning. However, with so many commercial interim assessments available, schools and districts are struggling to determine which interim assessment is most appropriate to their needs. Unfortunately, there is little research-based guidance to help schools and districts to make the right choice about how to spend their money. Because we realize the urgency of developing criteria that can describe or evaluate the quality of interim assessments, this article presents the results of an initial attempt to create an instrument that school and district educators could use to evaluate the quality and usefulness of the interim assessment. The instrument is designed for use by state and district leaders to help them select an appropriate interim assessment system for their needs, but it could also be used by test vendors looking to evaluate and improve their own systems and by researchers engaged in studies of interim assessment use.  相似文献   

Using video technology in emancipatory research     

Marion M. McLarty  Joseph W. Gibson 《欧洲特需教育杂志》2013,28(2):138-148

The writers of this paper are currently engaged in research concerning the lives of young adults who are multi-sensory impaired; they are particularly interested in the areas of communication and the development of meaningful relationships. Part of their fieldwork has involved the use of video recordings. The paper considers the use of video technology in qualitative research, together with the technical issues and ethical sensitivities which might be involved. The issue of emancipatory research is explored, with a particular focus on how this might be applied to research with people who have pronounced and complex disabilities and who use modes of communication which are idiosyncratic and mainly non-verbal. Finally, the writers describe their own work-in-progress in this area.  相似文献   

Dissidence,difference and diversity in action research   总被引：1，自引：1，他引：0  

Marion Dadds 《Educational Action Research》2013,21(2):265-282

This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’.  相似文献   

Assessment of metacognitive knowledge in students with special educational needs     

Marion Händel  Kathrin Lockl  Jana Heydrich  Sabine Weinert  Cordula Artelt 《Metacognition and Learning》2014,9(3):333-352

This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches.  相似文献   

The role of persistence at preschool age in academic skills at kindergarten     

Irina L. Mokrova  Marion O’Brien  Susan D. Calkins  Esther M. Leerkes  Stuart Marcovitch 《European Journal of Psychology of Education - EJPE》2013,28(4):1495-1503

The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement.  相似文献