Increased physical education at school improves the visual-spatial cognition during adolescence     

Petra Jansen  Jan Ellinger  Jennifer Lehmann 《教育心理学》2018,38(7):964-976

The main goal of this study was to investigate the influence of an established school programme with a high amount of physical education on visual-spatial ability in a secondary school. One hundred and forty-four adolescents, 69 from sport classes and 75 from regular classes, solved a cognitive processing speed task and a mental rotation task. The results reflect a better cognitive processing speed of the boys in the sports classes compared to regular classes but no differences for girls. Concerning the mental rotation performance, we found a significantly better mental rotation performance for boys and girls in the sports classes compared to regular classes due to an increased number of items worked on. Supposedly, motor expertise facilitates mental rotation performance by promoting a faster editing of the task. The benefits of sport classes in normal high school settings have to be investigated in further studies considering the effect on academic performance.  相似文献   

Beware the winter is coming! Arab Spring in the global media     

Petra Cafnik Uludağ 《Critical Studies in Media Communication》2017,34(3):264-277

This study critically examines how the global media uses the concept of revolution when reporting about the Arab Spring. The understanding of the concept informed by historical Western revolutionary events perpetuates Eurocentrism which continues the inability to comprehend the regional, cultural, and political peculiarities of the Arab Spring. Media framing analysis reveals the use of the outdated notions of revolution based on six common attributes. The concept of revolution defined by the six attributes fails to address the events because it is delimited by its own Western origin and with its own understanding of modernization and progress. Such use of the concept is maintained by the media but also affects perception of the events while de-emphasizing their revolutionary character.  相似文献   

Making meaning of inclusive education: classroom practices in Finnish and South African classrooms     

Petra Engelbrecht  Hannu Savolainen  Mirna Nel  Teija Koskela  Mari-Anne Okkolin 《Compare》2017,47(5):684-702

This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.  相似文献   

Erratum to: What shapes the intention to study abroad? An experimental approach     

Knut Petzold  Petra Moog 《Higher Education》2018,75(1):55-56

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The Possession and Use of Toys in Elementary‐School Boys and Girls: does giftedness make a difference?     

Detlef H. Rost  Petra Hanses 《教育心理学》1994,14(2):181-194

This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree.  相似文献   

Challenges in making an academic career in education sciences     

Petra Angervall  Jan Gustafsson 《British Journal of Sociology of Education》2018,39(4):451-465

The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.  相似文献   

Higher Education and Graduate Employment in the Netherlands   总被引：2，自引：0，他引：2  

Jim Allen  Petra Boezerooy  Egbert De Weert  & Rolf Van Den Velden 《European Journal of Education》2000,35(2):211-219

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Book reviews     

Petra Munro  Bob Stevenson  James G. Ladwig  Maria Pallotta-Chiarolli  Julianne Moss 《The Australian Educational Researcher》1999,26(1):87-103

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The Need for E‐Learning Strategies: Higher Education Institutions and Their Responses to a Changing Environment     

Petra Boezerooij  Marijk van der Wende  Jeroen Huisman 《Tertiary Education and Management》2013,19(4):313-330

Integrating e‐Learning in their educational delivery and support processes is one way of strategy formation higher education institutions can deploy to respond to their changing environment. In this article, the focus of such a strategy formation is on three strategic choices: traditional, face‐to‐face, campus‐based education (back‐to‐basics), flexible on‐campus delivery of education (stretching‐the‐mould) or anytime, anywhere education (worldcampus). Results of a quantitative study showed that higher education institutions with a worldcampus strategy differ from higher education institutions with a back‐to‐basics strategy because they have a stronger focus on ‘increasing access,’ ‘offering logistic flexibility,’ and ‘use of ICT for income generation.’ By doing so, these higher education institutions aim to respond to an environment that is becoming increasingly market‐oriented and competitive.  相似文献   

Advice for sex advisors: a guide for ‘agony aunts’, relationship therapists and sex educators who want to work with the media     

Petra M. Boynton 《Sex education》2013,13(3):309-326

Education programmes for sex and relationships are greatly needed globally. One way such information can be delivered is via the media. Sex and relationship advice has long been a popular media component, but the quality, accuracy and effectiveness of such advice—particularly from the sex ‘expert’ or ‘agony aunt’—has not been adequately addressed. Given the rising cult of the ‘expert’ and ‘self‐improvement’ features within the media alongside growing sexual health problems, this paper discusses problems associated with providing media sex education and makes suggestions for effective communication of sex and relationships messages for those who wish to be media sex educators or who already offer media sex and relationships advice and seek to improve their skills.  相似文献