The article illustrates the development of Headmaster training in Flanders and the role of the University of Antwerp in that development. The analysis of needs is discussed, as is the strategy evolved to meet these needs. Not all problems have been solved, and the article reviews briefly some questions still to be asked.
L'article décrit le développement de la formation des directeurs d'école en Flandre, et aussi le rôle de l'Université d'Anvers dans ce processus. Il discute l'analyse des besoins ainsi que la stratégie qui a été développée pour répondre à ces besoins. Tous les problèmes n'ont pas été résolus et l'article soulève brièvement quelques questions qui se posent encore. 相似文献
The schoolreadiness curriculum by Dumont and Kok (1973) is a Dutch adaptation of the curriculum by Connor and Talbot (1966). It contains presuppositions about the teachers’ diagnostic skills and about the sequence of 5 different levels of functions and behaviours. The latter two were tested for 13 cognitive functions, e.g. Visual Perception, Number Concept, etc. The presuppositions about the teachers’ diagnostic skills could not be denied. They judged the cognitive levels of pupils who were, according to an objective measuring device for schoolreadiness, classified as «not» and «questionably» schoolready to be significantly lower than pupils who were classified as «schoolready». The presupposition about the sequence of levels received little support. Three out of 13 functions revealed this sequence. The relation between the functions was explored. Substantial correlations between all functions in two samples of subjects suggested a general memory or attention factor. Correlations within and between groups of functions suggested two specific factors, a quantitative-relational and a spatial orientation factor. 相似文献
This paper seeks to understand how journalists deal with storytelling and truth-seeking in their daily news practice. While storytelling is usually studied through texts, we approached it from a practice perspective, combining data from three ethnographic studies in which 36 beat reporters and 13 journalistic storytelling experts were extensively interviewed. Because of the emphasis journalists place on “finding out the truth” in public discourses, it is tempting for academics to present them as naive truth-seekers. However, by means of an interpretative repertoire analysis of their “practice” discourses, we seek to enlarge the discursive space to talk about the supposed tension between story and reality. Although departing from the idea that all news making is storytelling, the interviewed journalists consider news making and storytelling as distinct—and sometimes opposing—practices. These professional practices serve as the framework around which five storytelling repertoires are organized.相似文献
?konomisches, soziales und kulturelles Kapital z?hlen zu den zentralen Determinanten des übergangs von Jugendlichen in die
Ausbildung und in den Beruf. Allerdings zeichnen sich diese Faktoren durch eine relativ hohe interpersonelle Variabilit?t
aus, die gerade in Bezug auf benachteiligte junge Erwachsene einer differenzierten Analyse bedarf. Der folgende Beitrag m?chte
deshalb zun?chst in Anlehnung an die Kapitalientheorie von Pierre Bourdieu die Frage untersuchen, ob es innerhalb der Gruppe
von benachteiligten Jugendlichen Unterschiede in der Kapitalausstattung gibt, und ob diese eine Wirkung auf den Verbleib in
und den Anschluss an eine Ma?nahme haben. Anhand eines Datensatzes, der im Rahmen der wissenschaftlichen Begleitung des Modellprogramms
„Freiwilliges soziales Trainingsjahr“ (FSTJ) durch das Deutsche Jugendinstitut generiert wurde, werden theoretische Annahmen
zu unterschiedlicher Kapitalausstattung benachteiligter Jugendlicher im FSTJ und ihre Wirkungen empirisch überprüft. 相似文献
Taking the Swedish teacher education as its point of departure, two related problems are discussed in the article. 1) Practice is often understood as completely immersed in itself. Consequently there arises the problem if and how it can get out of this enclosedness and get some perspective on itself. Three ways are proposed of introducing distance into practice and, thereby, of establishing knowledge about practice: self‐reflection, dialogue, and scientific research. 2) Sometimes theory and practice are regarded as absolutely different and incompatible. According to this kind of dualism it is not possible to integrate any kind of theoretical knowledge into teachers professional actions. By showing how distance can be eliminated from theory and transformed into practical skill, it is argued that this dualism is not maintainable.相似文献
In a field experiment among second, fourth and sixth grade pupils from 27 primary schools, two instruction methods were compared. At 13 schools (control condition) pupils did spelling exercises as usual, i.e. individually. At 14 schools pupils worked in pairs; each pupil was asked to check a partners’ work and discuss mistakes. At grade 2 cooperation led to less off-task behaviour when pupils did spelling assignments of a more complex type. Nevertheless we found a negative effect on achievement. At grade 4 cooperation led to less off-task behaviour for complex assignments and an increase in pupil’s effort as rated by their teachers as well. These findings were accompanied by a weak effect on achievement. Cooperation did not affect effort nor achievement of pupils from grade 6. At none of three grade levels we found indications of better reasoning strategies as a consequence of pair learning. The differential effect of cooperation at the three age levels may be explained in terms of complexity of learning subject and of lesson type. 相似文献
In 2014 the British government called on schools to actively promote fundamental British values (FBVs), seeing this as an effective way to prevent the radicalisation of young people. The government considers these values to include democracy, individual liberty, the rule of law and respect for people of different backgrounds and religions. Rather than criticising this policy on theoretical or ideological grounds, as many studies have done, the current article aims to ascertain support for the values labelled as fundamentally British among 23 year olds in England and to assess whether levels of support are associated with educational attainment and distinct educational practices experienced earlier in life. Data from the Citizenship Education Longitudinal Study (CELS) are analysed for these purposes. A multidimensional measure of FBVs is constructed based on policy understandings of the term rather than statistical considerations. The article finds that levels of support for FBVs among 23 year olds are already very high and do not differ between the White British majority and various minority ethnic groups, although the small sample sizes of the latter do not allow for strong conclusions about these differences. Among the educational conditions, educational attainment and particularly track attended appears to be the only influential condition, with those obtaining academic qualifications showing significantly higher support for FBVs than those achieving vocational ones. Adding this variable to the model neutralises the effects of specific programmes or pedagogies experienced during lower secondary, such as citizenship education, an open climate of classroom discussion or school‐based political activities. 相似文献