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11.
Ruben G. Fukkink Rosanne M. V. Sluiter Mirjam J. J. M. Gevers Deynoot-Schaub Katrien O. W. Helmerhorst 《Early education and development》2019,30(1):98-113
Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents’ perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely. 相似文献
12.
Mirjam T. Knapik Aida S. Miloti 《International journal for the advancement of counseling》2006,28(4):375-387
To advance the multicultural counseling (MCC) movement counselors and theorists have explored how postmodern concepts might
offer meaningful new directions. To expand on these discussions this paper considers what ethnomethodology (EM), an approach
that has contributed to the postmodern interest in social interaction, has to offer debates around how to conceptualize competence
and culture. This goal is realized by reviewing how culture and competence have been historically conceptualized in the MCC
movement and articulating the challenge posed when one takes up an EM lens. Questions are generated from this perspective
and consideration given to how close examinations of counselor/client interactions provide a means for answering such questions. 相似文献
13.
The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments among ultra-Orthodox Jewish citizens and as such weakened Israeli democracy. The article is based on public opinion data, data from the Ministries of Religion and Education, and court decisions in both countries. 相似文献
14.
Mirjam Kuhne 《中国教育网络》2009,(9)
从描述IPv6的RFC1883诞生以来已经10年有余了.尽管IPv4地址即将耗近,IPv6的采用仍然出奇地慢. 相似文献
15.
Prof. Dr. Matthias Baer MBA Mirjam Kocher Corinne Wyss Titus Guldimann Susanna Larcher Günter Dörr 《Zeitschrift für Erziehungswissenschaft》2011,14(1):85-117
This contribution looks at the competency development during teacher training and entry into work. The multi-perspective research design makes it possible to collate data at five stages within this transition process: at the start (t1), in the middle (t2) and on completion (t3) of teacher training for primary school level (year 1–6) student teachers in two education colleges in Switzerland, as well as novice teachers at the start (t4) and on competition (t5) of their first year of work. The data covers eleven topic areas. This paper will present findings of data analysis for two of these topic areas for all five stages of measurement: (a) knowledge of lesson planning was captured using case vignettes and (b) teaching practice during the study program and in the first year of work was recorded on video. The same data was collated from the teaching staff involved in the practical training of the student teachers. The statements on the case vignettes were studied using content-analysis. The lesson videos were analyzed using low-inference coding for the visible occurrences during teaching and with a high-inference rating on the quality of the lessons. The results, including those for a comparison of student teachers and novice teachers with practical teacher training staff, give insights into the effectiveness of teacher training and the impact of practical experience in the first year of work on knowledge of how to plan lessons and on the form and quality of teaching. Overall, the new training at both education colleges can be given a pleasingly positive appraisal in terms of professionalization. It is, however, also possible to recognize where and to what extent a need for further developing the standard of professionalization of teaching still exists. 相似文献
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17.
Alink LR Mesman J van Zeijl J Stolk MN Juffer F Koot HM Bakermans-Kranenburg MJ van Ijzendoorn MH 《Child development》2006,77(4):954-966
This study examines the prevalence, stability, and development of physical aggression, as reported by mothers and fathers, in a sample of children initially recruited at 12, 24, and 36 months (N=2,253) and in a subsample followed up 1 year later (n=271) in a cross-sequential design. Physical aggression occurred in 12-month-olds, but significantly more often in 24- and 36-month-olds. The rates of physically aggressive behaviors increased in the 2nd year of life, and declined from the 3rd birthday onward. Stabilities were moderate for 12-month-olds and high for 24- and 36-month-olds. At the ages of 24 and 36 months, boys were more aggressive than girls. The results confirm and extend R.E. Tremblay's (2004) hypothesis about the early development of physical aggression. 相似文献
18.
As current procedures for teacher assessment are often based on non-standardized, qualitative information derived from multiple sources, the overall validity of the assessment depends heavily on the judgement processes of the assessors. Because it is of great importance for assessors to be aware of their own judgement processes and of the possible threats to validity in these processes, investigating assessors’ perceptions is of vital significance. In the present study, the perceptions of 22 assessors who judged a student teacher pair-wise using a specific assessment procedure were explored using semi-structured interviews. A qualitative analysis of the individual assessors’ perceptions with regard to the essential judgement processes of consideration of evidence and combination of evidence to attain an overall judgement resulted in an overview of successful strategies and threats underlying a valid assessment process. General implications for ensuring the validity of the assessment process and the preparation of assessors are discussed. 相似文献
19.
This study is concerned with the development of children's intuitive understanding of nonlinear processes. The ability to estimate linear and exponential growth was examined in 7-, 9-, 11-, and 13-year-old children and adults (N=160). Whereas linear growth was judged correctly at all ages, estimations of exponential growth were in line with mathematically correct values only in 13-year-olds and adults. However, 9-year-olds already judged the result of exponential growth as being significantly higher than that of linear growth, and even a remarkable proportion of 7-year-olds showed such discrimination between the two types of functions. Results point to the existence of an early intuitive knowledge about the characteristics of nonlinear growth, long before those functions are taught in school. 相似文献
20.
Begoña Díaz Holger Mitterer Mirjam Broersma Núria Sebastián-Gallés 《Learning and individual differences》2012,22(6):680-689
The extent to which the phonetic system of a second language is mastered varies across individuals. The present study evaluates the pattern of individual differences in late bilinguals across different phonological processes. Fifty-five late Dutch-English bilinguals were tested on their ability to perceive a difficult L2 speech contrast (the English /æ/-/ε/ contrast) in three different tasks: A categorization task, a word identification task and a lexical decision task. As a group, L2 listeners were less accurate than native listeners. However, at the individual level, almost half of the L2 listeners scored within the native range in the categorization task whereas a small percentage scored within the native range in the identification and lexical decision tasks. These results show that L2 listeners' performance crucially depends on the nature of the task, with higher L2 listener accuracy on an acoustic-phonetic analysis task than on tasks involving lexical processes. These findings parallel previous results for early bilinguals, where the pattern of performance was consistent with the processing hierarchy proposed by different models of speech perception. The results indicate that the analysis of patterns of non-native performance can provide important insights concerning the architecture of the speech perception system and the issue of language learnability. 相似文献