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This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems. 相似文献
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David K. Gattie Nadia N. Kellam John R. Schramski Joachim Walther 《European Journal of Engineering Education》2011,36(6):521-535
This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students’ thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment. 相似文献
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This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored. 相似文献
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This article explores how the post 9/11 climate has impacted Muslim-Canadians' information practices, including their uses of various information sources, and their attitudes and perceptions regarding their information rights in a post 9/11 world. A survey was conducted in 2004-2005 with 120 participants and supplemented by in-depth interviews. The population consisted of Muslim students enrolled in post-secondary institutions in Toronto, Ontario. The findings highlight Muslims' malaise in a post 9/11 environment; the deep mistrust they hold vis-à-vis the media; the importance they give to media and information literacy skills for all; as well as a call for increased introspection inside the Muslim community(ies). The study contributes to shedding light on a community that has often being talked and written about but not often heard. By soliciting Muslim individuals' perspectives, we enable them to voice their opinions about how the 9/11 events impacted on their lives and how their information practices inform their experiences. 相似文献
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Nadia Cristina Valentini Licia Pierosan Mary E. Rudisill Peter A. Hastie 《Physical Education & Sport Pedagogy》2017,22(4):349-363
Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered. 相似文献
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Emily Martin’s (Signs J Women Cult Soc 16(31):485–501, 1991) article, “The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Male–Female Roles,” was published in Signs over 20 years ago. In this groundbreaking article, she discusses how gender roles are often projected onto reproductive biology, leading to the portrayal of eggs as passive and sperm as active. We were interested in seeing if many of her findings are still relevant today. We analyzed science textbooks from the middle school to the medical school level to determine if fertilization in human reproduction is described in gender-biased language regarding the sentence structure, amount of information provided for female and male processes/parts, and neutrality in describing female and male processes/parts. Although there has been much improvement, there is still a long way to go. Sexist language in scientific textbooks is troubling because it negatively affects both female and male students and undermines teachers’ ability to teach in an accurate and gender-neutral way. 相似文献
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Marine Hascoët Pascal Pansu Thèrèse Bouffard Nadia Leroy 《European Journal of Psychology of Education - EJPE》2018,33(4):615-628
When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety. 相似文献
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Laura Migliorini Nadia Rania Tatiana Tassara 《Early Years: An International Journal of Research and Development》2016,36(2):165-178
Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0–6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have received less attention: relationships with children, relationships with families, and relationships within working groups or teams. Participants were 136 practitioners working in Italian ECEC services. Practitioners reported a greater need to acquire social skills for their relationships with children and families, especially in cases of psychosocial distress. They also reported the difficulty of development planning within their professional role. The article concludes with a discussion of the attitudes, skills, and knowledge required for professional development planning. 相似文献