Computational thinking in compulsory education: Towards an agenda for research and practice     

Joke Voogt  Petra Fisser  Jon Good  Punya Mishra  Aman Yadav 《Education and Information Technologies》2015,20(4):715-728

  相似文献   

Promoting the implementation of inclusive education in primary schools in South Africa     

Petra Engelbrecht  Marietjie Oswald  Chris Forlin 《British Journal of Special Education》2006,33(3):121-129

The British Index for Inclusion was selected to be used in three primary schools in the Western Cape Province in South Africa in order to develop a South African model to assist in the development of inclusive schools. The Index for Inclusion process entails progression through a series of five developmental phases and this paper, written by Petra Engelbrecht, professor in educational psychology and special education and senior research director at Stellenbosch University, Marietjie Oswald, lecturer in special education at Stellenbosch University, and Chris Forlin, associate professor in special education at the Hong Kong Institute of Special Education, is a reflection of the first two phases. Qualitative data were generated from the consultative process followed in the schools during the first phase and both qualitative and quantitative data from questionnaires regarding the perceptions of all school community members on the inclusive practices or lack thereof in their schools during the second phase. The authors drew out the following five themes from the three sets of data: an inclusive school philosophy; democratic leadership, structures, processes and values; collaboration; addressing learner diversity; and resources. Petra Engelbrecht, Marietjie Oswald and Chris Forlin, all of whom were working on a UNESCO-funded project to trial the use of the Index for Inclusion in South Africa, suggest that these themes provided invaluable insights into both the common and unique complexities, the problems and the assets of the different school communities. The themes are discussed in detail in this article, raising fascinating issues for the development of inclusion in different contexts around the world, and will be used to inform the three remaining phases of the Index for Inclusion process.  相似文献   

Development and psychometric evaluation of a new assessment method for childhood maltreatment experiences: The interview for traumatic events in childhood (ITEC)     

Jill Lobbestael  Arnoud Arntz  Petra Harkema-Schouten  David Bernstein 《Child abuse & neglect》2009,33(8):505-517

ObjectiveWe conducted a comprehensive assessment of the reliability and validity of the Interview for Traumatic Events in Childhood (ITEC, Lobbestael, Arntz, Kremers, & Sieswerda, 2006), a retrospective, semi-structured interview for childhood maltreatment. The ITEC aims to yield dimensional scores for severity of experiences of different childhood maltreatment dimensions.MethodsInitial psychometric properties were tested with the pilot version of the ITEC in 362 participants. A second study assessed the revised ITEC in 217 participants, patients and non-patients.ResultsFactor analyses produced the best fit for a five-factor model (sexual, physical and emotional abuse, physical and emotional neglect). The scales had good internal consistency, except for the physical neglect subscale, and excellent inter-rater reliability. The scales were highly associated with equivalent scales of the Childhood Trauma Questionnaire (i.e., good convergent validity), and showed good correspondence with patient file information (i.e., good criterion validity).ConclusionThese results support the reliability and validity of the ITEC, making it a potentially useful tool for assessing a broad range of traumatic events in childhood.Practice implicationThe first step in therapy for dealing with childhood maltreatment is to map abusive experiences and assess their severity and impact. Since maltreatment is a sensitive topic that is not reported on easily, trauma interviews are promising assessment instruments since they provide the opportunity to probe and clarify. There are hardly any well-validated trauma interviews available that assess the extent of maltreatment in and outside the family in various dimensions. The current study tries to fill this gap by presenting a new trauma interview; the Interview for Traumatic Events in Childhood.  相似文献   

Service learning and intercultural citizenship in foreign-language education     

Petra Rauschert  Michael Byram 《Cambridge Journal of Education》2018,48(3):353-369

Service Learning, a pedagogy combining formal learning with community service, has recently developed into Intercultural Service Learning (ISL). Intercultural Citizenship Education (ICE) combines foreign-language education and education for (intercultural) citizenship. They have different origins and applications but recent work in ISL is linked to foreign language education, as is ICE. A comparison of the two reveals considerable similarities and the potential for mutual enrichment. The article first explains the two types of education and their origins and theory, and examples of each are then provided. Thus the ways in which they complement each other and the potential for further coherence and enrichment are demonstrated. In particular it is argued that foreign language education can gain from the experience and rigour of ISL to give new possibilities for language teachers.  相似文献   

‘Should you turn this into a complete gender matter?’ Gender mainstreaming in medical education     

Petra Verdonk  Yvonne Benschop  Hanneke de Haes  Linda Mans  Toine Lagro‐Janssen 《Gender and education》2009,21(6):703-719

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants’ responses to a Dutch gender awareness‐raising project in medical education are discussed. Eighteen semi‐structured interviews were held with education directors and change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education’s social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged.  相似文献   

Injuries in football (soccer)—a systematic review of epidemiology and aetiological aspects     

Christian Klein  Thomas Henke  Petra Platen 《Sportwissenschaft》2018,48(3):309-322

Increasing injury incidences prove the importance of injury prevention in football. The aim of this review was to summarise the recent evidence on the epidemiology and inciting events of acute injuries within subgroups (performance level, age and sex). A systematic literature search was conducted in the databases PubMed, CINAHL, Embase, Cochrane, PEDro, and SPORTDiscus for articles published from 1 January 2014 until 15 October 2017. The search yielded 4690 results. After the initial screening of titles and abstracts, 182 studies underwent detailed full-text screening according to the inclusion and exclusion criteria. Finally, 53 studies were included. Of these, 46 papers contained epidemiological data, with a total of approximately 41,212 observed player seasons and 11 further tournaments, including 7122.5 observed matches with approximately 126,748.5 player hours. A total of 30,844 injuries were identified. The overall injury incidence ranged from 0.6 to 20.3 injuries per 1000?h of exposure. The locations at highest risk of injury were the lower limbs, particularly the thighs, knees and ankles. Injury-inciting events were reported in 12 studies, involving a total of 8035 injuries. Of these 12 studies, 5 considered all body locations, 3 concentrated on anterior cruciate ligament injuries, 1 reported on general head injuries, 2 reported on concussions, and 1 reported on midfacial trauma only. One of the main findings of this review was that playing football does not necessarily imply a high risk of injury. Promising preventive approaches are being used to revise implementation strategies of evident training programmes and management of individual workloads.  相似文献   

Leaving injury prevention theoretical? Ask the coach!—A survey of 1012 football coaches in Germany     

Christian Klein  Thomas Henke  Patrick Luig  Petra Platen 《Sportwissenschaft》2018,48(4):489-497

  相似文献   

Leseleistungen deutscher Schülerinnen und Schüler im internationalen Vergleich (PISA)     

Cordula Artelt  Ulrich Schiefele  Wolfgang Schneider  Petra Stanat 《Zeitschrift für Erziehungswissenschaft》2002,5(1):6-27

Zusammenfassung Der Vergleich der Lesekompetenz 15-j?hriger Schülerinnen und Schüler steht im Mittelpunkt des ersten Zyklus der PISA-Studie (Baumert u.a. 2001). Im Rahmen dieses Artikels wird ein überblick über die zentralen Befunde des 31 Staaten umfassenden internationalen Vergleichs gegeben. Neben den Leistungsverteilungen in den L?ndern wird der Anteil von Schülerinnen und Schülern auf verschiedenen Kompetenzstufen analysiert. Der relativ hohe Anteil an schwachen Lesern in Deutschland wird zum Anlass genommen, potenzielle F?rderm?glichkeiten von Lesekompetenz zu untersuchen. Hierzu werden auf Basis eines Vorhersagemodells die Effekte interventionsnaher Schülermerkmale (Lernstrategiewissen und Interesse) bei statistischer Kontrolle der Effekte der kognitiven Grundf?higkeit sowie der Dekodierf?higkeit der Schülerinnen und Schüler spezifiziert. Der relativ hohe Effekt des Lernstrategiewissens und der ebenfalls noch nachweisbare Effekt des Leseinteresses weisen darauf hin, dass eine F?rderung im Bereich der Informationsverarbeitungskompetenz sowie der Motivation vielversprechend ist. Zus?tzliche empirische Evidenz hierfür ergibt sich aus dem Befund, dass Schüler am unteren Ende der Leistungsverteilung über eine vergleichsweise geringe Informationsverarbeitungskompetenz und-bereitschaft verfügen.

---

Summary Reading Literacy of German Students in International Comparison (PISA): Results and Explanations A comparison of the reading comprehension (reading literacy) of 15-year-old students is the central focus of the first cycle of PISA (Baumert et al. 2001). This article provides an overview of the main evidence from the international comparison of 31 countries. Besides the ability distribution of the participating countries, the proportion of students at each competence level is analysed. The relatively high proportion of weak readers in Germany is taken as grounds to investigate opportunities to support reading comprehension. On the basis of a prediction model, the effects of students’ characteristics related to intervention (knowledge of learning strategies, interest) are investigated whilst statistically controlling for basic cognitive ability and the students’ ability to decode written information. The relatively strong effect of knowledge of learning strategies and the effect of interest in reading, indicate that support of information-processing ability and motivation are the most promising support strategies. Additional empirical evidence for this can be found in the fact that students at the bottom of the ability distribution also show signs of weak information-processing ability and lacking motivation.

  相似文献   

Two measures of the quality of group care for infants and toddlers   总被引：2，自引：0，他引：2  

Emanuel Kuno Beller  Marita Stahnke  Petra Butz  Walter Stahl  Holger Wessels 《European Journal of Psychology of Education - EJPE》1996,11(2):151-167

Two sets of quality measures of group care were used to assess their predictive power for two sets of measures of the development of infant and toddlers in group day care. One of the quality measures we investigated was the Early Childhood Environment Rating Scale (ECERS). We replicated the findings of Scarr, Eisenberg, & Dealer-Deckard (1994) which were that the total score of the ECERS represents a global index and that the 37 items making up the scale are redundant and could be shortened considerably without loss of the scale as a quality criterion of group care for young children. Neither Scarr, Eisenberg, and Dealer-Deckard (1994) nor our own Factor Analyses of the 37 items supported the a priori distinction of seven Subscales. However further findings indicate that regardless of the redundancy within ECERS, two Subscales, dealing mainly with adult-child, child-child and adult-adult interactions, predict the development of infants and toddlers, but only when the measures of development were based on participant observations of the children over a longer period of time and in the broad context of the natural daycare environment. None of the Subscales, nor the total ECERS predicted social development when it was based on precise time sampling observations, assessed by non participant observers, in interactions between a child and a specific caregiver. Such measures of development were well predicted in our study by caregiver behaviors assessed through Time Sampling Observations.  相似文献   

Der Zusammenhang des Migrantenanteils in Schulen mit der Lesekompetenz: Differenzierte Analysen der erweiterten Migrantenstichprobe von PISA 2003     

Oliver Walter  Petra Stanat 《Zeitschrift für Erziehungswissenschaft》2008,11(1):84-105

Zusammenfassung  Im vorliegenden Beitrag wird der Frage empirisch nachgegangen, ob in Schulen der Anteil von Jugendlichen, deren Familien aus der ehemaligen Sowjetunion oder aus der Türkei zugewandert sind, einen eigenst?ndigen Effekt auf die individuelle Lesekompetenz hat. Die zugrunde liegende Datenbasis bildet eine Teilstichprobe von 14.169 Jugendlichen aus der erweiterten Stichprobe von PISA-E 2003. Die mehrebenenanalytischen Auswertungen zeigen, dass der Anteil von Jugendlichen, deren Familien aus der ehemaligen Sowjetunion stammen, unter Kontrolle einer Vielzahl von Individual- und Kompositionsmerkmalen keinen eigenst?ndigen Effekt auf die Lesekompetenz hat. Im Gegensatz dazu findet sich für den Anteil von Jugendlichen türkischer Herkunft ein signifikant negativer Zusammenhang mit der Leseleistung. Mit einem Leistungsnachteil von 22 Punkten auf der PISA-Skala ist der Effekt in Schulen, in denen der Anteil dieser Herkunftsgruppe an der Schülerschaft gr?βer als 40 Prozent ist, besonders ausgepr?gt. Die Annahme, dass der Effekt des Migrantenanteils auf die Leseleistung überwiegend über die Herkunftssprache der Jugendlichen vermittelt wird, lie? sich nicht best?tigen. ■ Anm.: Summary und Keywords wurden von Dr. Orr geliefert, müssen also nicht noch einmal überprüft werden! ■  相似文献