Seeking the Levers of Change: Participant Attitudes and School Improvement     

Peter Coleman  Joan Collinge  Tim Seifert 《School Effectiveness & School Improvement》2013,24(1):59-83

In this paper we argue that to improve schools we must change the relationships between teachers, parents, and students to render these more satisfying to all parties. Using data collected as part of a long‐term project, we show that certain aspects of teacher practice have a strong impact upon student and parent attitudes, and hence upon their ratings of schools; we contend that improving schools requires attention to these powerful attitudinal levers of change.  相似文献   

Older adults’ perceived sense of social exclusion from the digital world     

Alexander Seifert  Matthias Hofer  Jörg Rössel 《Educational gerontology》2013,39(12):775-785

ABSTRACT

A great deal of information and many services can now be accessed digitally. In order to make use of such services, however, it is necessary to have some form of Internet access. A lack of involvement in digital society may produce new forms of social exclusion. Older adults are particularly at risk of Internet-related social exclusion, since they tend to use the Internet less than younger adults. Little is known, however, about whether this lower level of Internet use among older people is in fact accompanied by a sense of social exclusion. In order to investigate the subjective sense of digital social exclusion resulting from a lack of Internet usage, we conducted a secondary analysis of a representative, cross-sectional telephone survey of 1,037 adults aged 65 years and over and living in Switzerland. We found that 33% of “onliners” reported that they would feel socially excluded were they to stop using the Internet, compared with 14% of “onliners” who felt socially excluded on account of their lack of Internet use. Our analyses show that onliners’ attitudes toward Internet use and the variety of online applications available were related to their sense of social exclusion. By contrast, offliners’ attitudes toward Internet use and their feelings of loneliness in general were predictors for their sense of social exclusion as a result of not using the Internet. The results of the study as well as its implications for research and practice are discussed.  相似文献   

Optimizar el desarrollo: unas nociones teóricas y prácticas     

Rita Vuyk 《Infancia y Aprendizaje》2013,36(16):5-16

RESUMEN

La optimización del desarrollo es un problema central de la Psicología hoy en día. La finalidad del desarrollo es la efectividad. Todos tenemos las potencialidades necesarias para desarrollarnos hasta un nivel de efectividad, aunque para unas personas será más fácil que para otras. Esta efectividad relativa es lo que hay que optimizar. Altamente relacionados con esta efectividad personal están los conceptos de consonancia y disonancia con el medio. La probabilidad de un desarrollo óptimo será mayor cuando haya consonancia, por lo que es aconsejable que el psicólogo optimice la efectividad de las personas que rodean al niño mediante el asesoramiento adecuado. Este asesoramiento será también necesario cuando las exigencias de los adultos sobrepasen las competencias y recursos del niño, provocando así la disonancia.  相似文献   

Inquiring scaffolds in laboratory tasks: an instance of a “worked laboratory guide effect”?     

Florian Schmidt-Borcherding  Martin Hänze  Rita Wodzinski  Karsten Rincke 《European Journal of Psychology of Education - EJPE》2013,28(4):1381-1395

The study explores if established support devices for paper–pencil problem solving, namely worked examples and incremental scaffolds, are applicable to laboratory tasks. N?=?173 grade eight students solved in dyads a physics laboratory task in one of three conditions. In condition A (unguided problem solving), students were asked to determine the mass of an unknown object by applying Hooke’s law. In condition B (laboratory guide), students received a guide which instructed and explained each solution step. In condition C (incremental scaffolds), the solution steps were presented incrementally on learner demand and were preceded by strategic prompts. Dependent variables were learning outcomes (solution, retention, knowledge) and motivational learning experiences (basic needs, situational interest, deeper level processing). The laboratory guide (B) led to better learning outcomes (d?=?0.42) but lower motivation (d?>?0.38) compared to unguided problem solving (A). Incremental scaffolds (C) led to higher motivation (d?>?0.44) but similar learning outcomes compared to a laboratory guide.  相似文献   

A window into different cultural worlds: young children's everyday activities in the United States, Brazil, and Kenya     

Tudge JR  Doucet F  Odero D  Sperb TM  Piccinini CA  Lopes RS 《Child development》2006,77(5):1446-1469

A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed.  相似文献   

NetLearning: creation of an online directory of Internet learning resources     

Robert Newton  Rita Marcella  & Iain Middleton 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):173-176

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Individual and contextual variables among creative scientists: The new work paradigm     

Rita R. Culross 《Roeper Review》2013,35(3):126-127

This article discusses the individual and contextual factors that are salient to high levels of creativity among scientists working in organizational settings in the modern world. The article contrasts such scientists with traditional depictions of creative scientists and draws implications for future directions for creativity research and for the education and development of young scientists.  相似文献   

The Role of Class Teachers in a Key Secondary School in Shanghai   总被引：2，自引：0，他引：2  

Rita Lo 《Pastoral Care in Education》2001,19(1):20-27

This paper reports on an investigation carried out in a 'key' secondary school in Shanghai. This investigation is set in the broader context of current developments in Chinese Education. Perhaps the first surprising discovery is that the affective aspects of education are seen as highly significant in these developments. Given the vast numbers involved and great regional differences, what is described here is likely to be only representative of the best practice. The particular focus of this paper is on the multifaceted role of the class teacher. The second surprise is that though there are great differences, not least in the politicization of education, there are striking parallels with English education and there are some instances where the class teacher's practice as described here is in advance of many of their English counterparts.  相似文献   

Fluid balance of elite Brazilian youth soccer players during consecutive days of training     

Silva RP  Mündel T  Natali AJ  Bara Filho MG  Lima JR  Alfenas RC  Lopes PR  Belfort FG  Marins JC 《Journal of sports sciences》2011,29(7):725-732

In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?相似文献   

Measurement-Related Course Work Requirements for Teacher Certification and Recertification   总被引：1，自引：0，他引：1  

Rita G. O'Sullivan  Marla K. Chalnick 《Educational Measurement》1991,10(1):17-19

Do any state agencies require competence in assessment before certifying teachers? Do certification agencies permit measurement-related course work or continuing education credits meeting recertification requirements?  相似文献