Die Öffnung des Schulsystems: Fakt oder Fiktion?     

Prof. Dr. U. Trautwein  Prof. Dr. F. Baeriswyl  Prof. Dr. O. Lüdtke  Christian Wandeler lic. Phil. 《Zeitschrift für Erziehungswissenschaft》2008,11(4):648-665

Opening up educational paths and especially decoupling educational courses and final school qualifications are seen as important aspects of the modernization of Swiss education. The study presented here investigates to what extent this de-linking actually took place in the case of the Swiss canton Freiburg. 525 pupils from German-speaking schools were observed in their progress from the end of primary school (year 6) to the transfer into the upper secondary level Gymnasium (year 10) or into alternative educational routes. Indeed, almost half of the young people, who went to the Gymnasium, previously studied at a middle-level general secondary school and not the preparatory Progymnasium; a strong indication of decoupling. Furthermore, the study shows that entry into the upper secondary level Gymnasium is still possible for pupils despite weak performance at primary level. Irrespective of the evidence for an opening of the education system, the findings also show that attending a Progymnasium has a significant effect on school biographies. The chance of transferring into the upper secondary level Gymnasium is twice as high for graduates, who attended a Progymnasium, as for comparative pupils, who did not. Additionally, a privileged social background correlates with a high chance of entry into the upper secondary level Gymnasium.  相似文献   

Identifying students’ perceptions of the important classroom features affecting learning aspects of a design-based learning environment     

Yaron Doppelt  Christian D. Schunn 《Learning Environments Research》2008,11(3):195-209

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Die FHStG-Novelle BGBl I 2007/89 – Fachhochschul-Recht aus trüber Quelle?     

Werner Hauser  Peter Reininghaus  Christian Schweighofer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(3):70-80

Die Novelle BGBl I 2007/89 des FHStG führte zu einigen wesentlichen ?nderungen im Fachhochschul-Studienrecht. Sie brachte einerseits die Etablierung einer Studierendenvertretung im Fachhochschul-Bereich sowie andererseits Vorgaben für die (arbeitsrechtliche) Stellung von Lehrbeauftragten. Im folgenden Beitrag werden diese beiden Neuerungen dargestellt und einer kritischen Betrachtung unterzogen, wobei sich – dies sei vorweggenommen – einige Punkte als durchaus problematisch und daher verbesserungswürdig erweisen.  相似文献   

Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666

This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.  相似文献   

Evaluation of patterning instruction for kindergartners     

Lauren I. Strauss  Matthew S. Peterson  Julie K. Kidd  Jihyae Choe  Hans Christian Lauritzen  Allyson B. Patterson 《The Journal of educational research》2020,113(4):292-302

Abstract

To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five.  相似文献   

Privileged but pressured? A study of affluent youth   总被引：1，自引：0，他引：1  

Luthar SS  Becker BE 《Child development》2002,73(5):1593-1610

The purpose of this study was to build on preliminary findings of unusually high internalizing symptoms and substance use among suburban high school students. The sample consisted of 302 sixth- and seventh-grade students in an affluent, suburban community. Findings corroborated expectations regarding several domains of vulnerability, showing (1) high rates of clinically significant depressive symptoms among older girls, (2) significant links between various internalizing symptoms and substance use among both boys and girls, and (3) peers' approval of substance use among older boys. In exploring potential causes of distress in this suburban sample, associations were found for achievement pressures (particularly excessive perfectionistic strivings), and isolation from parents (particularly low perceived closeness to mothers). Findings of this study are discussed in terms of widespread stereotypes about affluent families, as well as implications for future research and preventive interventions for a subgroup of youth typically viewed as being at "low risk."  相似文献   

The incidence of depressive symptomatology in juvenile sex offenders with a history of abuse     

Judith V. Becker  Meg S. Kaplan  Craig E. Tenke  Aldo Tartaglini 《Child abuse & neglect》1991,15(4):531-536

Depressive symptomatology was assessed in a sample of 246 male juvenile sex offenders using the Beck Depression Inventory. Of these participants, the racial composition was black = 147, Hispanic = 62, Caucasian = 34. Three adolescents elected not to identify their racial origin. Subjects were divided according to their self-reports of having been sexually or physically abused. The mean Beck score across all subjects was 14.3, a value markedly higher than published norms and indicative of mild depression. Forty-two percent of subjects attained scores indicative of appreciable depressive symptomatology. A history of sexual or physical abuse was significantly related to high Beck scores; abused subjects had a mean Beck score of 16.4, as contrasted to 12.3 for nonabused subjects (Wilcoxon test: z = 2.82; p less than .005). This relationship was apparent across all racial groups. While Hispanic subjects tended to have higher Beck scores and Caucasians lower scores, racial differences were not statistically significant. Results indicate that juveniles who have committed sexual crimes, particularly those with a history of abuse, should be evaluated for depression.  相似文献   

Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning     

Christian Tarchi  Giuliana Pinto 《The Journal of educational research》2016,109(5):518-530

Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment.  相似文献   

“I thought we were supposed to learn how to become better coaches”: developing coach education through action research     

Christian Røj Voldby  Rasmus Klein-Døssing 《Educational Action Research》2020,28(3):534-553

ABSTRACT

Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice.

The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices.  相似文献   

Introduction: The Summer Olympics of 1912     

Christian Widholm 《国际体育史杂志》2014,31(5):509-515

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