Sprachförderung von Kindern und Jugendlichen aus Zuwandererfamilien     

Jennifer Paetsch  Katrin M. Wolf  Petra Stanat  Annkathrin Darsow 《Zeitschrift für Erziehungswissenschaft》2014,17(2):315-347

Children and adolescents of families with immigrant background are less successful in the German education systems than those without immigrant background. These differences can largely be explained by deficits in the language of instruction, indicating a lack of learning opportunities in the second language. The present paper investigates how it is possible to reduce language disparities before children enter school on the one hand and during the course of schooling on the other hand. This is being done by presenting the current state of research on the acquisition of a second language. In particular, recent findings on the influence of the quantity and quality of early childhood education on the language acquisition of children are summarized. Furthermore, findings on the effectiveness of attending all-day schools and of current programs for language instruction are presented. Finally, potential avenues for further development of language instruction as well as for future research are discussed.  相似文献   

Quality Audits as a Tool for Quality Improvement in Selected European Higher Education Libraries     

Núria Balagué  Petra Düren  Arja Juntunen  Jarmo Saarti 《The Journal of Academic Librarianship》2014,40(5):529-533

From the beginning of the 1990s, different types of quality management and evaluation systems have become integrated into higher education institutes throughout Europe due to the creation of the European Higher Education Area (EHEA). This has meant that the university libraries have had to learn how to evaluate their services and improve their quality. Quality audits are one tool that can be used in quality management approaches to assess how well an organization is being managed. This paper describes and benchmarks the use of external and internal auditing in three European academic libraries, i.e. the Medical Library of the University Medical Center Hamburg-Eppendorf (Germany), the Universitat Autònoma de Barcelona Library (Spain) and the University of Eastern Finland Library (Finland). The results reveal the best practices of auditing in these institutions; and recommendations are provided for the further development of library auditing and ways to improve co-operation between libraries.  相似文献   

Hausaufgaben im Sportunterricht     

Petra Deutsch  Horst Ehni 《Sportwissenschaft》2005,35(2):216-219

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An analysis of visual oddity concept learning in a California sea lion (Zalophus californianus)     

Hille P  Dehnhardt G  Mauck B 《Learning & behavior》2006,34(2):144-153

We tested a California sea lion for visual oddity learning by presenting problems composed of three two-dimensional black-and-white stimuli, two identical (S−) and one different (S+). In the first experimental stage, a single problem per session was presented until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession; then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage.  相似文献   

Noticing children’s learning processes – Teachers jointly reflect on their own classroom interaction for improving mathematics teaching     

Petra Scherer  Heinz Steinbring 《Journal of Mathematics Teacher Education》2007,10(1):63-63

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An implementation and outcome evaluation of a multicomponent sexuality education programme for high school students     

Nancy F. Berglas  Petra Jerman  Louise A. Rohrbach  Francisca Angulo-Olaiz  Chih-Ping Chou  Norman A. Constantine 《Sex education》2016,16(5):549-567

Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person’s environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a cluster-randomised trial of a multicomponent sexuality education intervention that integrated a classroom curriculum, parent education workshops and materials, peer advocate programme, and sexual health services at 10 urban high schools. An implementation evaluation, employing quantitative and qualitative instruments, was conducted to examine whether the individual components of the intervention were delivered as planned and how they were received by the target populations. Multilevel modelling was used to evaluate the effect of the multicomponent intervention on outcomes at one-year follow-up. Results showed that the intervention components were successfully implemented with and well received by target populations. Students receiving the multicomponent intervention reported greater increases in the use of sexual health services (odds ratio [OR] = 1.73, 95% CI = 1.09–2.75) and the likelihood of carrying a condom (OR = 2.71, 95% CI = 1.44–5.09) relative to those receiving a control condition. No effects were found for other behaviours, possibly due to low prevalence of sexual activity in the sample and the small number of schools randomised.  相似文献   

The academic career: a study of subjectivity,gender and movement among women university lecturers     

Petra Angervall 《Gender and education》2018,30(1):105-118

Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how this specific group manoeuvres; that is their 'becoming subjectivity' in academic career. This means an interest in analysing their locations, positions as well as their material and discursive conditions. The results show how many see teaching as important in career, but also as a trap that restrains them in their chances of research advancement. Several express that a lot of teaching drain the time and energy needed for other opportunities in career. There are also a few who experience teaching as a place where people actually collaborate more than compete and find alternative career strategies. Even so, these women appear caught in their careers, which can relate to gender, and to the experience of ‘incapacity’ to find directions in a more competitive structure.  相似文献   

Introduction     

Petra Stanat  Jürgen Baumert 《European Journal of Psychology of Education - EJPE》2001,16(3):331-333

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Noticing Children’s Learning Processes – Teachers Jointly Reflect on Their Own Classroom Interaction for Improving Mathematics Teaching     

Petra Scherer  Heinz Steinbring 《Journal of Mathematics Teacher Education》2006,9(2):157-185

One could focus on many different aspects of improving the quality of mathematics teaching. For a better understanding of children’s mathematical learning processes or teaching and learning in general, reflection on and analysis of concrete classroom situations are of major importance. On the basis of experiences gained in a collaborative research project with elementary school teachers, several ideas about a professional reflection on one’s own instruction activities are explained. The paper focuses on joint reflection between teachers and researchers on the participating teacher’s own classroom interaction by means of concrete examples. It becomes clear that changes of one’s own interaction behavior will take place only in the long-term. Nevertheless such a joint professional reflection should be an essential component of teachers’ professional knowledge in a natural way.  相似文献   

Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy     

Petra Mikulan  Adam Rudder 《Educational theory》2019,69(5):615-629

This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of “novel” turns to matter, materiality, and the posthuman. However, moving with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls active vitalism, which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder argue that posthumanist and neo‐vitalist materialist approaches to ontology must consider that racism is vitalist in the active sense because it begins with bodies (as bounded organisms always autopoetic and self‐proximate) and that vitalism is racist because it then distributes and discriminates racialized bodies according to their function as parts in a whole.  相似文献