Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education     

Hannu Savolainen  Petra Engelbrecht  Mirna Nel  Olli-Pekka Malinen 《欧洲特需教育杂志》2013,28(1):51-68

Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.  相似文献   

Wirkungen des Lernens mit Videofällen bei Lehrkräften     

Dr. Annika Goeze  Petra Hetfleisch  Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2013,16(1):79-113

Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role.  相似文献   

The Effects of College Students’ Personal Values on Changes in Learning Approaches     

Petra Lietz  Bobbie Matthews 《Research in higher education》2010,51(1):65-87

Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and Kember, High Educ 19:307–322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384–393, 1981) or have analyzed the effects of just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol 75:203–221, 2005; Duckwall et al., Res High Educ 32(1):1–13, 1991; Jay and Love, NCSSSMST J 7(2):4–8, 2002; Loo, Educ Psychol, 17(1/2), 1997; Watkins and Hattie, Hum Learn 4:127–141, 1985; Zeegers, Br J Educ Psychol 71:115–132, 2001). This study employs multilevel modeling as a more appropriate technique for the analysis of longitudinal data to examine factors influencing changes in the learning approaches of 153 international undergraduate students over a 3-year period. Specifically, using hierarchical linear modeling (HLM), the effects of personal values (level-2) on learning approaches and changes in them over time (level-1) are examined. Results show no changes within students in the deep and surface approaches to learning but a significant decline for the achieving approach, particularly for students who previously experienced a more formal teaching authority. Furthermore, students’ personal values in terms of security, achievement and hedonism affect the achieving approach while no effects emerge for the personal values of tradition, conformity, universalism, self-direction and stimulation. Finally, these effects can be observed while no significant effects emerge for gender, discipline and ability.  相似文献   

Beyond the crisis: the “chaotic formula” of Hong Kong cinema     

Petra Rehling 《Inter-Asia Cultural Studies》2013,14(4):531-547

Abstract

Hong Kong's film industry has been living through and beyond the 1997 handover to China. Along a complicated socio-economic and cultural heritage, the city's “crisis cinema” successfully milked takeover fears for an anarchic display of showmanship. Local filmmaking conditions, popular narratives and aesthetics from that time can be identified as ingredients in a “chaotic formula” that instigated Hong Kong cinema's “Golden Age.” Unlike other film industries, which point to their disaster centres in a search or celebration of national identity, Hong Kong survived at a fragile historic juncture largely by sailing around the cliffs of political affront and resorting to metaphorical speech instead. Yet, following the handover, the film industry has retired its previous attitudes about itself and the future; it has integrated a new “China factor” and riddled cinema with contradictory statements about the “condition” of Hong Kong. System failure, madness and identity theft in crime stories appear alongside celebratory historicism, cultural allegiance and escapist spectacle, especially in Hong Kong-China co-productions. This paper follows the evolution of the crime genre along general dynamics and transformations of the formula from the 1980s, past the turbulent 1990s and into recent postcolonial Hong Kong, in which the inability to formulate a new crisis, or the resolution of the previous one, has put cinema itself into crisis.  相似文献   

Management of a virtual community of students     

Walter Dettling  Petra Schubert 《媒体管理杂志》2013,15(1):31-40

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Die „Bewegte Schule“ auf dem Weg in die Praxis     

Anscar Thiel  Hilke Teubert  Christa Kleindienst-Cachay  Petra Wolters 《Sportwissenschaft》2003,33(2):195-197

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Facilitating access to evidence: Primary Health Care Search Filter     

Lynsey Brown  Amanda Carne  Petra Bywood  Ellen McIntyre  Raechel Damarell  Mikaela Lawrence  Jennifer Tieman 《Health information and libraries journal》2014,31(4):293-302

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Unsettling the Body: The Institutionalization of Physical Activity at the Turn of the 20th Century     

Laura Azzarito  Petra Munro  Melinda A. Solmon 《Quest (Human Kinetics)》2013,65(4):377-396

The turn of the 20^th century was a time of major political and economic fluctuation and demographic shifts in American cities. As a result, physical health and physical supremacy became serious concerns. Between 1880 and 1930, the Progressive Era, politicians, doctors, and educators advocated for physical activity with the intent to improve individual living conditions, health, and well-being. Exploring the history of the playground movement provides insights into the impetus for legalizing physical education in American public schools. In this paper, we examine the complexity and multiplicity of competing educational and political discourses emerging from the playground movement at the turn of the century—civilized play and democratic play. Democratic play provides an example for physical education researchers and physical educators about creating and sustaining progressive physical education curricula and adopting pedagogies that “unsettle the body” to subvert the racial and gender order in physical education classes today.  相似文献   

The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study     

Petra J. Luteijn  Inge S. M. van der Wurff  Piet van Tuijl  Amika S. Singh  Hans H. C. M. Savelberg  Renate H. M. de Groot 《Mind, Brain, and Education》2023,17(3):209-218

Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.  相似文献   

On stabilisability of 2-D MIMO shift-invariant systems     

Petr Augusta  Petra Augustová 《Journal of The Franklin Institute》2013,350(10):2949-2966

We concentrate on the linear spatially distributed time-invariant two-dimensional systems with multiple inputs and multiple outputs and with control action based on an array of sensors and actuators connected to the system. The system is described by the bivariate matrix polynomial fraction. Stabilisation of such systems is based on the relationship between stability of a bivariate polynomial and positiveness of a related polynomial matrix on the unit circle. Such matrices are not linear in the controller parameters, however, in simple cases, a linearising factorisation exists. It allows to describe the control design in the form of a linear matrix inequality. In more complicated cases, linear sufficient conditions are given. This concept is applied to a system with multiple outputs—a heat conduction in a long thin metal rod equipped with an array of temperature sensors and heaters, where heaters are placed in larger distances than sensors.  相似文献