Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents     

Tae Kyoung Lee  Alan Meca  Jennifer B. Unger  Byron L. Zamboanga  Lourdes Baezconde-Garbanati  Melinda Gonzales-Backen  Elma I. Lorenzo-Blanco  Miguel Á. Cano  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik  Seth J. Schwartz 《Child development》2020,91(1):78-95

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.  相似文献   

Situated learning in the network society and the digitised school     

Rune Krumsvik 《欧洲师范教育杂志》2009,32(2):167-185

There is a need to develop a broader view of knowledge to deal with the way in which new digital trends influence the underlying conditions for schools, teaching and subjects. This theoretical article will therefore examine whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school. The article is particularly angled towards the implications this may have for both teachers and pupils, but also for teacher education.  相似文献   

Positive environments in youth football     

Martin K. Erikstad  Tommy Haugen  Rune Høigaard 《Sportwissenschaft》2018,48(2):263-270

Derived from Basic Psychological Needs Theory (BPNT) is the notion that the social environment may promote athletes’ basic psychological needs, which are considered important for positive development and optimal motivational functioning. The present study investigated the predictive value of perceived justice and coach feedback on basic needs satisfaction in the context of youth football. Participants were Norwegian youth football players (N?=?532) participating in a national tournament. During the initial stage of the tournament, players completed the Coaching Feedback Questionnaire, Perceived Justice in Sport Questionnaire and Basic Psychological Needs in Exercise Scale under supervision. Regression analysis showed that perceived justice and positive/instructive coaching feedback positively predicted players’ needs satisfaction, while negative feedback and non-reinforcement/ignoring mistakes were not significant predictors of needs satisfaction. Together, perceptions of justice and coach feedback explained 24% of the variance in athletes’ needs satisfaction. The findings thereby indicate that athletes’ perceptions of fairness and coach feedback are important in understanding youth athletes’ needs satisfaction.  相似文献   

Higher education as a political issue area: A comparative view of France,Sweden and the United Kingdom     

Rune Premfors 《Higher Education》1980,9(3):325-344

The common view in the literature on higher education in Western Europe is that the issue area has increasingly become enmeshed with national politics in recent decades. This article examines the extent to which this is true of France, Sweden and the United Kingdom. Six indicators of issueness, corresponding to important political actors/arenas, are used to identify temporal and cross-national patterns. It is argued that although it is evidently true that a politicization has occurred it may easily be overstated. Higher education remains a relatively minor concern in the national politics of the three countries. Only in exceptional circumstances, such as in France in 1968, is this pattern of subsystem politics replaced by a pattern of macropolitics. The analysis furthermore suggests the considerable variation in patterns of issueness which may exist between different national contexts.This article was written while the author was visiting with the Higher Education Research Group, Institution for Social and Policy Studies, Yale University. He is indebted to the members of the Group for their helpful comments on an earlier version.  相似文献   

An evaluation of vocational education in Swedish upper secondary schools     

Rune Axelsson  Erik Wallin 《Studies in Educational Evaluation》1984,10(1):89-93

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Tocqueville on democracy and inclusive education: a more ardent and enduring love of equality than of liberty     

Steven Connolley  Rune Sarromaa Hausstätter 《欧洲特需教育杂志》2013,28(3):231-243

Drawing from some of the insights on the democratic condition made by Alexis de Tocqueville, this article examines critically the reasons given for inclusive education and the motives behind its growing popularity in western industrialised countries. In particular, we consider the supposed benefits of democratisation and equality that proponents of inclusive schooling usually claim. After summarising the benefits that advocates of inclusive education have articulated, we give a brief sketch of Tocqueville’s analysis of democratic societies. His observations have demonstrated that democratisation and equality are not necessarily healthy impulses in a democratic society because they have the propensity to smother individual freedom and dissent from commonly held opinions. Accordingly, we argue that the very claims of democratisation and equality are inherently problematic and are potentially inimical to individuals’ ability to judge independently. In other words, we argue that democratisation and equality are not necessarily compatible with liberty. We conclude, then, that an educational system that does not prioritise and protect intellectual development for sake of inclusion can only exacerbate these deleterious democratic tendencies. We also assert that inclusive policies reflect the relentless pursuit of equality that democratic peoples exhibit to their own disadvantage.  相似文献   

Debating the role of Tocqueville in inclusive education: making the distinction between an academic and a political education     

Steven Connolley  Rune Sarromaa Hausstätter 《欧洲特需教育杂志》2013,28(3):257-258

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Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial     

Maria Keilow  Anders Holm  Mette Friis-Hansen  Rune Müller Kristensen 《School Effectiveness & School Improvement》2013,24(2):194-211

ABSTRACT

A main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools.  相似文献   

Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry     

Karina Adbo  Keith S. Taber 《International Journal of Science Education》2013,35(7):1107-1136

In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.  相似文献   

Coping Styles,Learning Environment and Emotional and Behavioural Problems     

Rune Kvalsund 《Scandinavian Journal of Educational Research》2013,57(4):347-371

This article analyses and compares the learning environment in smaller and bigger rural schools by focusing on the arenas of both formal and informal learning; the lessons and the recesses between. Relational patterns are both analysed using complete network data from 19 schools in four different municipalities in four Norwegian counties and by comparisons based on data from 80 pupil interviews. The analyses are replicated and followed up by comparison of schools in two additional municipalities. The smaller and bigger rural schools offer radically different learning environments. The aspects of individual and collective agency in learning, self‐centrism, intimization, social exclusion, independence and control as part of everyday life in schools are analysed and discussed. Mechanisms shaping the differences in the learning environments are identified. Needs for further research are formulated.  相似文献