Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions     

Lisa Hoffmann  Vesa Närhi  Hannu Savolainen  Susanne Schwab 《Journal of Research in Special Educational Needs》2021,21(4):312-322

Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

TEACHING RELIGION IN SECULAR SCHOOLS     

Nadia W. Hoffmann 《Religious education (Chicago, Ill.)》2013,108(6):667-681

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Rethinking strategy instruction: direct reading strategy instruction versus computer‐based guided practice     

Wolfgang Lenhard  Herbert Baier  Darius Endlich  Wolfgang Schneider  Joachim Hoffmann 《Journal of Research in Reading》2013,36(2):223-240

There are many established reading strategy training programmes, which explicitly teach strategic and meta‐cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta‐cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N = 148) over the course of one school year. One programme involved teacher‐directed instruction of declarative meta‐cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006). The other aimed at improving executive meta‐cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) (conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These fndings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge.  相似文献   

The impact of technology-push and demand-pull policies on technical change - Does the locus of policies matter?   总被引：1，自引：0，他引：1  

Michael Peters  Malte SchneiderTobias Griesshaber  Volker H. Hoffmann 《Research Policy》2012,41(8):1296-1308

How to foster technical change is a highly relevant and intricate question in the arena of policymaking. Various studies have shown that technology-push and demand-pull policies induce innovation. However, there is a lack of work that distinguishes between the loci of policy support when assessing the policy-innovation relationship. We address this gap by shedding light on the question how the innovation effects of domestic and foreign demand-pull and technology-push policies differ. Using solar photovoltaic modules as a research case we conduct a panel analysis on 15 OECD countries over the period 1978 through 2005 with patent data. Three key findings emerged: First, our analyses find no evidence that domestic technology-push policies foster innovative output outside of national borders. Second, both domestic and foreign demand-pull policies trigger innovative output in a country. Third, we detect no indication that market growth induced by domestic demand-pull policies leads to more national innovative output than market growth induced by foreign demand-pull policies. Consequently, demand-pull policies create significant country-level innovation spillovers, which could disincentivize national policymakers to engage in domestic market creation. Based on these findings we discuss the need to establish supranational demand-pull policy schemes in order to address the spillover issue.  相似文献   

Elementary teachers' use and perception of rewards in the classroom     

Kristin F. Hoffmann  Jessica D. HuffAshley S. Patterson  John L. Nietfeld 《Teaching and Teacher Education》2009

In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally.  相似文献   

Konzipierung und Realisierung des Breitband-Wissenschaftsnetzes des DFN-Vereins     

Gertraud Hoffmann  Jochem Pattloch  Sibylle Schweizer und Klaus Ullmann 《Informatik - Forschung und Entwicklung》1997,12(3):151-156

Zusammenfassung.   Der st?ndig steigende Bedarf der Einrichtungen aus Bildung, Wissenschaft und Forschung an Bandbreite zur übertragung multimedialer Daten machte den Aufbau eines Breitband-Wissenschaftsnetzes (B-WiN) erforderlich. Der folgende Bericht erl?utert die Methodik der Konzeptionierung und Realisierung des B-WiN. Das Bundesministerium für Bildung, Wissenschaft, Forschung und Technologie (BMBF) unterstützt das Projekt im Zeitraum von 1995 bis 1998 mit erheblichen Zuschüssen. Eingegangen am 23. Mai 1996/Angenommen am 13. Juni 1997  相似文献   

Processing of contour information by human infants evidenced by pattern-dependent evoked potentials     

B Z Karmel  R F Hoffmann  M J Fegy 《Child development》1974,45(1):39-48

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Defining information: An analysis of the information content of documents     

Eliahu Hoffmann 《Information processing & management》1980,16(6):291-304

In order to characterize the information content of scientific documents an appropriate definition is developed which is based on the facts and data reported therein and on their conceptual interrelationship. The scope and limitations of such a definition are discussed and it is used to carry out the content analysis of a scientific paper and its abstract. The results of these analyses are represented in graphic form, evaluated and compared.  相似文献   

Tactile training facilitates infants' ability to reach to targets on the body     

Eszter Somogyi  Mollie Hamilton  Lisa K. Chinn  Lisa Jacquey  Tobias Heed  Matej Hoffmann  Jeffrey J. Lockman  Jacqueline Fagard  J. Kevin O'Regan 《Child development》2023,94(3):e154-e165

This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation.  相似文献   

Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools     

Baumsteiger  Rachel  Hoffmann  Jessica D.  Castillo-Gualda  Ruth  Brackett  Marc A. 《Learning Environments Research》2022,25(2):465-483

Learning Environments Research - We investigated the impact of RULER—an evidence-based approach to social and emotional learning—on school climate. Students and teachers from 37 Mexican...  相似文献