The socialization of girls in the secondary schools of England and the two Germanies     

Susanne M. Shafer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):5-23

The socialization of girls in secondary schools in England and the two Germanies points to the eventual role conflicts that face women in each of these countries. Girls theoretically have the same options as boys although in practice they may have less science or vocational education in England and West Germany. East German girls are made aware that they can expect to work while married and, like boys, they are asked to prepare for an occupation. Males predominate in decision-making roles in government, industry, and schools. This article is based on a research study conducted in the United Kingdom, the Federal Republic of Germany, and the German Democratic Republic 1972/73; presented at the World Congress of Comparative Education Societies 1974.

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Zusammenfassung Die Sozialisierung der Schülerinnen in Sekundärschulen in England, der Bundesrepublik und der DDR lässt erkennen, inwieweit die Frauen in jedem dieser Länder einem Rollenkonflikt gegenüberstehen. Theoretisch haben zwar die Mädchen dieselben Wahlmöglichkeiten wie die Jungen, in der Praxis erhalten sie aber in England und Westdeutschland oft weniger naturwissenschaftlichen und beruflichen Unterricht. In der DDR werden die Schülerinnen darauf hingewiesen, dass sie auch nach der Heirat einen Beruf ausüben können und sich ebenso wie die Knaben darauf vorbereiten sollen. Die führenden Rollen in Regierung, Industrie und Schulen sind vorwiegend mit Männern besetzt. Dieser Artikel beruht auf einer Forschungsstudie, die 1972/73 in Grossbritannnien, der Bundesrepublik Deutschland und der Deutschen Demokratischen Republik durchgeführt und 1974 dem Weltkongress für Vergleichende Erziehungswissenschaft vorgelegt wurde.

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Résumé La socialisation des filles dans les écoles secondaires en Angleterre et dans les deux Allemagnes fait ressortir l'éventuel conflit de rôle que les femmes rencontrent dans chacun de ces pays. Les filles ont, en théorie, les mêmes choix que les garçons, bien qu'en pratique, il se peut qu'elles reçoivent moins d'éducation scientifique ou professionnelle en Angleterre et en Allemagne occidentale. Les filles d'Allemagne orientale, par contre, sont conscientes due fait qu'elles peuvent espérer travailler une fois mariées et, de même que les garçons, on leur demande de se préparer en vue d'un emploi. Les hommes prédominent dans les rôles où des décisions doivent être prises, au gouvernement, dans l'industrie, dans les écoles. Cet article se base sur une recherche faite en 1972/73 au Royaume Uni, dans la République fédérale d'Allemagne et dans la République démocratique allemande; il fut présenté en 1974 lors du Congrès mondial des Sociétés d'Education comparée.

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Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning     

Susanne Walan  Pernilla Nilsson  Birgitta Mc Ewen 《Research in Science Education》2017,47(5):1055-1074

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water.  相似文献   

The basis of feeling-of-knowing judgments in patients with schizophrenia     

Elisabeth Bacon  Marie Izaute  Bennett L. Schwartz 《Metacognition and Learning》2018,13(1):91-108

We examined the basis of feeling-of-knowing judgments (FOK) in patients with schizophrenia. Such patients typically have impaired memory and awareness, but not metamemory-accuracy deficits. The magnitude of FOKs are lower for patients with schizophrenia than for healthy participants, but judgments equally predict memory performance. In healthy participants, FOK is based on accessible information, including retrieval of partial-target (e.g., retrieving the first letter) and contextual information (e.g., related facts). In Experiment 1, we examined if accessible information predicts FOKs for episodic memory in patients with schizophrenia. Patients and healthy controls learned names paired with drawings of imaginary animals. The results showed that patients’ FOK increased with the retrieval of partial-target and contextual information. In Experiment 2, using semantic-memory general-information questions, accessible partial-target information predicted FOKs in patients with schizophrenia. The accessibility model of FOK applies to patients with schizophrenia, and it is important to determine what occurs in other memory-impaired populations.  相似文献   

Homeschool background,time use and academic performance at a private religious college     

Daniel L. Bennett  Elyssa Edwards  Courtney Ngai 《Educational studies》2019,45(3):305-325

We study the effects of homeschool background and time use on academic performance among students at Patrick Henry College, a private religious institution with a 63-credit core classical liberal arts curriculum. Using ordinary least squares regression analysis, we examine four research questions: (1) Does time use influence academic performance? (2) Do homeschooled students perform differently than traditionally schooled students? (3) Does parental education moderate the impact of homeschooling on academic performance? (4) Does homeschooling moderate the impact of ACT scores on academic performance?  相似文献   

Educational technology consulting in developing countries     

Clayton R. Wright PhD 《TechTrends》1997,42(1):35-40

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2006 AECT Membership Salary Survey     

James A. Pershing CPT  PhD  Christopher D. Ryan  Nichole M. Harlin  Timothy D. Hammond 《TechTrends》2006,50(5):10-19

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Gardnerella vaginalis infection and sexual contact in female children     

David L. Ingram  Susanne T. White  Pauline R. Lyna  Kimberly F. Crews  J.E. Schmid  V.Denise Everett  G.G. Koch 《Child abuse & neglect》1992,16(6):847-853

Gardnerella vaginalis (GV) infection has been reported as being acquired via sexual contact in adults and as an indicator of sexual contact in female children (DeJong, 1985). The purpose of this study was to determine if GV infection was more commonly found in 191 female children who gave a history of sexual contact and/or were infected with Neisseria gonorrhoeae (GC) or Chlamydia trachomatis (CT) (Group 1), compared with 144 female children evaluated for possible sexual abuse and found to have no such history or infection with GC or CT (Group 2), or 31 female children (friends of the authors) without such a history or GC or CT infection (Group 3). Vaginal GV was found in 5.3% of Group 1, 4.9% of Group 2 and 6.4% of Group 3 (p > .05). Also, vaginal GV infection was not related to the type of sexual contact or race, but did increase with age in white female children. Because vaginal GV infection is not more commonly found in children with a history of sexual contact than those without such a history, the finding of GV in a vaginal culture in an individual case would not be a reliable marker of sexual contact. Routine culturing for GV is not recommended as part of a sexual abuse workup.  相似文献   

An Australian study of possible selves perceived by undergraduate engineering students     

Dawn Bennett  Sally A. Male 《European Journal of Engineering Education》2017,42(6):603-617

In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area.  相似文献   

Written language of deaf and hard-of-hearing students in public schools     

Antia SD  Reed S  Kreimeyer KH 《Journal of deaf studies and deaf education》2005,10(3):244-255

We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss.  相似文献   

Assessing students’ understanding of models of biological processes: a revised framework     

Susanne Jansen  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《International Journal of Science Education》2019,41(8):981-994

Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy.  相似文献