Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?     

Florian Klapproth  Henrike Kärchner  Sabine Glock 《Journal of Experimental Education》2018,86(2):173-194

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed school days in Experiment 2) led to more high-track recommendations for low-achieving minority students and to fewer high-track recommendations for high-achieving minority students. Conversely, stereotype-disconfirming information exerted little or no influence on the recommendations for high-achieving native students but worsened recommendations for low-achieving students. The results were interpreted as being based either on subtyping (predominantly for minority Turkish students) or subgrouping (predominantly for majority German students) of ethnic stereotypes.  相似文献   

Preventing violent extremism: Resourcing,stakeholder strategies and fostering belonging and connection in Australian schools     

Garth Stahl  Melanie Baak  Sam Schulz  Ben Adams  Andrew Peterson 《British Educational Research Journal》2021,47(5):1177-1193

Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.  相似文献   

Using values clarification to develop the creative potential of students: A practical approach for classroom teachers     

Richard Stahl  Robert Stahl 《Roeper Review》2013,35(4):11-14

Much progress has taken place to identify and provide services for the gifted and talented. Yet, the problems that existed ten years ago still prevail and require continuing efforts to find viable solutions.  相似文献   

An industrial application of symbolic model checking
The TWIN elevator case study     

Florian Kammüller  S?ren Preibusch 《Informatik - Forschung und Entwicklung》2008,28(3):95-108

Model checking techniques are recognized to provide reliable and copious results. Instead of examining a few cases only – as it is done in testing – model checking includes the whole state space in mathematical proofs of correctness. Yet, this completeness is seen as a drawback as the state explosion problem is hard to handle. In our industrial case study, we apply automated model checking techniques to an innovative elevator system, the TWIN by ThyssenKrupp. By means of abstraction and nondeterminism, we cope with runtime behaviour and achieve to efficiently prove our specification’s validity. The elevator’s safety requirements are exhaustively expressed in temporal logic along with real-world and algorithmic prerequisites, consistency properties, and fairness constraints. Beyond verifying system safety for an actual installation, our case study demonstrates the rewarding applicability of model checking at an industrial scale.  相似文献   

Boys and their schooling: the experience of becoming someone else     

Garth Stahl 《Gender and education》2012,24(4):465-467

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Values education and student satisfaction: German business students' perceptions of universities' value influences     

Dirk C. Moosmayer  Florian U. Siems 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):257-272

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.  相似文献   

Understanding Shifts in Reading and Its Instruction     

Steven A. Stahl 《Peabody Journal of Education》2013,88(3-4):31-67

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Inquiring scaffolds in laboratory tasks: an instance of a “worked laboratory guide effect”?     

Florian Schmidt-Borcherding  Martin Hänze  Rita Wodzinski  Karsten Rincke 《European Journal of Psychology of Education - EJPE》2013,28(4):1381-1395

The study explores if established support devices for paper–pencil problem solving, namely worked examples and incremental scaffolds, are applicable to laboratory tasks. N?=?173 grade eight students solved in dyads a physics laboratory task in one of three conditions. In condition A (unguided problem solving), students were asked to determine the mass of an unknown object by applying Hooke’s law. In condition B (laboratory guide), students received a guide which instructed and explained each solution step. In condition C (incremental scaffolds), the solution steps were presented incrementally on learner demand and were preceded by strategic prompts. Dependent variables were learning outcomes (solution, retention, knowledge) and motivational learning experiences (basic needs, situational interest, deeper level processing). The laboratory guide (B) led to better learning outcomes (d?=?0.42) but lower motivation (d?>?0.38) compared to unguided problem solving (A). Incremental scaffolds (C) led to higher motivation (d?>?0.44) but similar learning outcomes compared to a laboratory guide.  相似文献   

Adventure-based experiential therapy with inpatients in child and adolescent psychiatry: an approach to practicability and evaluation     

Florian Eckstein  Ulrich Rüth 《Journal of Adventure Education & Outdoor Learning》2013,13(1):53-63

This article examines the use of adventure-based experiential therapy (AET) with child and adolescent psychiatry inpatients. AET environments, indications, practicality, therapeutic effects and research are outlined and clinical findings are reported. Activities such as rock-climbing, exploring a creek and caving are discussed and the limitations of AET in the hospital setting are addressed. AET activities range from leisure-time activities and activities that facilitate change to actual therapeutic work. Case studies showing the effects on individuals and groups, with and without specific processing of the activity, are surveyed and the similarities to mentalization-based psychotherapy are touched upon. Possible future research directions are suggested. As AET treatments are not commonly discussed in child and adolescent psychiatry, this article seeks to be a catalyst for further discussion and research.  相似文献   

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all     

Lani Florian  Holly Linklater 《Cambridge Journal of Education》2010,40(4):369-386

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.  相似文献