Do parents’ and teachers’ views of children’s educational resilience matter?     

Riitta Rautiainen  Hannu Räty  Kati Kasanen 《Educational studies》2015,41(5):471-475

This study set out to examine parents’ and teachers’ perceptions of children’s educational resilience. As expected, the parents attributed greater levels of educational resilience to their children than did the teachers. However, both the parents and teachers assessed the sixth graders’ educational resilience as higher than that of the third graders. The results suggest that perceptions of educational resilience may represent a different dimension from views relating to children’s achievement in school.  相似文献   

Notions of intelligence and social-educational identity     

Hannu Räty 《Educational studies》2015,41(3):272-275

This study examined whether notions of intelligence tend to maintain a group’s social-educational identity. A sample of academically and vocationally educated parents were asked to give their opinions of a statement proposing that a theoretical university education enables people to gain a deeper understanding of most matters. It was found that only among the academic parents, support for the statement tended to amplify endorsement of a general, individualised and essentialistic representation of intelligence.  相似文献   

Societal integration in organic vegetable farming: exploring the learning challenges     

Laura Seppänen 《The Journal of Agricultural Education and Extension》2013,19(2):87-100

Abstract

Education can be considered a society forming factor. The most natural criterion of its quality seems to be thus its result, e.i., the current state of our society. Adding the ecological dimension to the process of education is far from being easy. This is characterized by a certain helplessness in searching its content and form.  相似文献   

Weiterbildungsbeteiligung     

Prof. Dr. Bernd Käpplinger 《Zeitschrift für Erziehungswissenschaft》2013,16(1):185-193

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RESEARCH REPORT     

Judith Bennett  Cornelia Gräsel  Ilka Parchmann 《International Journal of Science Education》2013,35(13):1521-1547

The study explores teachers’ experiences of teaching a context‐based chemistry course, Salters Advanced Chemistry, as compared with teachers of a conventional course. Second, main factors that appear to influence decisions over whether or not to adopt context‐based courses are investigated. Two hundred and twenty‐two teachers’ views of a context‐based and a conventional school advanced chemistry course were obtained from a questionnaire. Responses were analysed in six dimensions: motivation, chemical knowledge and development of concepts, learning activities, assessment, challenge to teachers and students, and teacher support. Both sets of teachers agreed that the context‐based course is more motivating to study and teach, that students would be more interested in chemistry and more likely to go to university to study chemistry, that students would be better able to study independently but that it is more demanding to teach and study. The groups differed principally about concept development and teaching strategy. The context‐based teachers believed that their course gave as good a foundation for further study as a traditional course and that the spiral curriculum was advantageous. Conventional course teachers disagreed with both statements. One significant implication to emerge from the study is the crucial role played by in‐service support in influencing the impact of a curriculum innovation.  相似文献   

Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality     

Christine Sälzer  Ulrich Trautwein  Oliver Lüdtke  Margrit Stamm 《Learning and Instruction》2012,22(5):311-319

Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level.  相似文献   

Några resultat och principiella synpunkter angående tillämpbarheten vid urvalet till lärarbanan.     

fil. lic. Ingmar Dureman  överläkare Henry Sälde 《Scandinavian Journal of Educational Research》2013,57(1):179-189

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THE MEDICAL LIBRARY     

Ruhräh J 《Bulletin of the Medical Library Association》1919,8(4):41-50

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Firm-provided Training in Europe and the Limits of National Skills Strategies     

Jörg Markowitsch  Bernd Käpplinger  Günter Hefler 《European Journal of Education》2013,48(2):281-291

This article addresses cross-country and cross-period differences in average levels of training activity from an institutional perspective. Firm-provided training in Europe between 1999 and 2010 is scrutinized in order to explore whether diverse institutional arrangements that can be linked to welfare state regimes can yield discernible cross-country patterns. An emphasis is placed on the limits of national skills strategies that are not well embedded in wider institutional environments. This is grounded in a view that policy efforts to influence training activity, involves nothing less than ‘reforming’ societies. Insights of this research should contribute both to a critical reflection of the EU's targets in the field of lifelong learning as well as supporting policy learning between member states.  相似文献   

RESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland     

Marjatta Takala  Raija Pirttimaa  Minna Törmänen 《British Journal of Special Education》2009,36(3):162-173

This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Törmänen, who is studying for her PhD at the University of Helsinki, involved sending a questionnaire to 133 special education teachers and undertaking observations. The work of the special education teachers was revealed to consist of three elements: teaching, consulting and background work. Teaching, often focusing on giving support to children who had challenges in the main academic subjects, was realised in small groups, in co‐operative or individual settings. Consultation mainly concerned co‐operation and discussion. Behavioural challenges needed a targeted approach. The main problems experienced by the teachers were the lack of time for consultation and co‐operation, an unclear work profile and too much work. The work of special education teachers was partly inclusive, but also entailed segregative elements. The authors discuss the potential for promoting further steps towards inclusion as well as possible changes in organising special educational provision at school level.  相似文献