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Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
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Competitive sport has been under increasing discussion as a possible favourable factor in the development of eating disorders among children and adolescents. The aim of this study was to determine the frequency of sport-specific eating disorders, in line with the concept of anorexia athletica. This prospective field study included one experimental group and two control groups (disease and healthy). Fifty-two pre-professional ballet dancers aged 13-20 years were tested for clinical eating disorders, anorexia athletica criteria, eating disorder related psychopathology and self-concept, and were compared with 52 patients with anorexia nervosa and 44 non-athletic controls of the same age. The study was conducted using semi-structured interviews as well as self-report questionnaires. A clinical eating disorder diagnosis was made in 1.9% of the ballet dancers versus 0% of the high school students; anorexia athletica was diagnosed in 5.8% of the dancers versus 2.3% of the students. Ballet dancers scored lower than patients with anorexia nervosa with regard to eating disorder related psychopathology and higher than the patients with regard to self-concept. We conclude that more sensitive tools to differentiate between sport-specific (eating) patterns, anorexia athletica and clinically relevant eating disorders are needed, especially for aesthetic sports such as ballet. It remains an important goal to identify athletes with symptoms of anorexia athletica irrespective of their physique and/or sport. 相似文献
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Roman Kaspar Ottmar Döring Eveline Wittmann Johannes Hartig Ulrike Weyland Annette Nauerth Michaela Möllers Simone Rechenbach Julia Simon Iberé Worofka 《Vocations and Learning》2016,9(2):185-206
Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program. 相似文献
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Hanemann Ulrike Robinson Clinton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):233-258
International Review of Education - Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on... 相似文献
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In this literature review, we explore the potential role of education in supporting peacebuilding and societal transformation after violent conflict. Following a critical analysis of the literature published by academics and practitioners, we identify the notion of humanisation (as in the seminal works of Paulo Freire and others) as a unifying conceptual core. Peacebuilding education as humanisation is realised by critical reflection and dialogue in most curricular initiatives reviewed, an approach aimed at overcoming the contextual educational constraints often rooted in societal division and segregation, strained community relations and past traumas. We argue that education as humanisation and critical dialogue can offer pedagogical strategies and provide a compelling conceptual framework for peacebuilding education. Such a conceptual framework can serve as a basis for research in the area, especially in contexts where educational institutions tend to be structured to dehumanise. 相似文献
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Ulrike G. Wartner Karin Grossmann Elisabeth Fremmer-Bombik Gerhard Suess 《Child development》1994,65(4):1014-1027
A cross-cultural replication of concordance between attachment patterns to mother in infancy and patterns of reunion responses to mother at age 6 was tested for 40 children in Regensburg, South Germany. Concordance between the 4 types of attachment status (A, B, C, D) in infancy and at age 6 was 82%. When observed in preschool at age 5, children classified securely attached (B) at age 6 were more competent in their play quality and conflict resolution, showed fewer behavior problems, and attributed less hostility in a social perception picture test compared to the insecurely attached (A, D) children. Children classified disorganized (D) at age 6 were found almost as often in the incompetent preschool behavior groups as the avoidantly attached (A) children, independent of best-fitting alternative attachment pattern. Thus, disorganization at age 6 may be considered as an insecure attachment. 相似文献