Peer acceptance and peer status in relation to students’ special educational needs,migration biography,gender and socio-economic status     

Sebastian Wahl  Mike Trauntschnig  Lisa Hoffmann  Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253

Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

Book reviews     

Susanne M. Shafer  Barbara Bryden Juschka  Kim P. Sebaly  A. L. Sebaly  Ratna Ghosh  Susan A. McDaniel  Franz Kolland  Richard Pratte 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(4):447-462

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Cross-Cultural Analysis of Social Competence and Behavior Problems in Preschoolers     

Peter LaFreniere  Nobuo Masataka  Marina Butovskaya  Qin Chen  Maria Auxiliadora Dessen  Klaus Atwanger  Susanne Schreiner  Rosario Montirosso  Alessandra Frigerio 《Early education and development》2002,13(2):201-220

A multi-national study using the Social Competence and Behavior Evaluation Inventory (SCBE-30) was conducted to investigate preschool children's social and emotional development across cultures. A total of 4,640 children from eight participating countries, including Austria, Brazil, Canada, China, Italy, Japan, Russia, and the United States were evaluated by their preschool teachers. The main objective of the study was to validate the SCBE-30 in each country and build a cross-cultural data set for the investigation of universals, as well as cultural differences, in the development of preschool children's social competence and the frequency and type of their behavioral problems. Results provide a clear case for the structural equivalence of the SCBE-30 across all samples, for universals in the structure of early social behavior, and possibly some differences that may be attributed to culture. The pattern of gender differences found in North American samples was found to generalize across cultural contexts as preschool boys were universally reported to be significantly more aggressive and viewed as less socially competent than girls. Age differences were also found in all eight samples reflecting increasing competence in older children, however age trends in the prevalence of behavior problems were culture specific.  相似文献   

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach     

Detlef H. Rost  Jrn R. Sparfeldt  Oliver Dickhuser  Susanne R. Schilling 《Learning and Instruction》2005,15(6):557-570

Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.  相似文献   

Conceptual Blending Monitoring Students’ Use of Metaphorical Concepts to Further the Learning of Science     

Fredriksson  Alexandra  Pelger  Susanne 《Research in Science Education》2020,50(3):917-940

Research in Science Education - The aim of this study is to explore how tertiary science students’ use of metaphors in their popular science article writing may influence their understanding...  相似文献   

Resistance in the classroom – from dysfunctional to functional: A future necessary skill?     

Susanne Jacobs  Nicola Taryn Richardson 《Africa Education Review》2016,13(2):115-131

This article reports on resistance in primary schools, more specific grade five learners as perceived by teachers. A qualitative phenomenological interpretative approach was followed utilising focus group discussions and individual interviews. Participants included 14 teachers, purposefully selected from three private and three public schools in Gauteng. Data were thematically analysed. Four main themes were identified: 1) manifestations in the classroom differentiated by active or passive resistance, either positive or negative; 2) a causal model of reasoning; 3) teacher-learner relationships affected by negative and positive perceptions; and 4) constructive suggestions for support holding value for practical application. Findings revealed that resistance in the primary school classroom (the result of the interaction between the learner and contextual factors), is still often assumed as negative and dysfunctional to teaching; however, it can equally be conducive and functional depending on the interaction. Teachers display a more flexible, resilient and positive understanding of contributing factors, and they value resistance if it signifies creativity and independent problem solving, leading to more positive teacherlearner relationships.  相似文献   

Education for Democratic Processes in Schools and Classrooms     

Murray Print  Susanne Ørnstrøm  & Henrik Skovgaard Nielsen 《European Journal of Education》2002,37(2):193-210

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Who Needs What: Recommendations for Designing Effective Online Professional Development for Computer Science Teachers     

Yizhou Qian  Susanne Hambrusch  Aman Yadav  Sarah Gretter 《Journal of Research on Technology in Education》2018,50(2):164-181

The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course)  相似文献   

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors     

Reed S  Antia SD  Kreimeyer KH 《Journal of deaf studies and deaf education》2008,13(4):485-502

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.  相似文献   

Definitional issues in emotion regulation research   总被引：1，自引：0，他引：1  

Bridges LJ  Denham SA  Ganiban JM 《Child development》2004,75(2):340-345

Operational definitions of emotion regulation are frequently unclear, as are links between emotion regulation measures and underlying theoretical constructs. This is of concern because measurement decisions can have both intentional and unintentional implications for underlying conceptualizations of emotion regulation. This report examines the implications of some such decisions, including (a) focusing on types versus total amount of emotion regulation, (b) determining distinctiveness of measures of emotion versus emotion regulation strategies, (c) deciding whether and how to examine temporal sequencing of strategy use and emotion, d) using discrete versus global emotion measures, and (e) determining when emotion is being regulated. Finally, the need for better conceptualizations and empirical assessments of adaptive (vs. maladaptive) emotion regulation is discussed.  相似文献