Increased physical education at school improves the visual-spatial cognition during adolescence     

Petra Jansen  Jan Ellinger  Jennifer Lehmann 《教育心理学》2018,38(7):964-976

The main goal of this study was to investigate the influence of an established school programme with a high amount of physical education on visual-spatial ability in a secondary school. One hundred and forty-four adolescents, 69 from sport classes and 75 from regular classes, solved a cognitive processing speed task and a mental rotation task. The results reflect a better cognitive processing speed of the boys in the sports classes compared to regular classes but no differences for girls. Concerning the mental rotation performance, we found a significantly better mental rotation performance for boys and girls in the sports classes compared to regular classes due to an increased number of items worked on. Supposedly, motor expertise facilitates mental rotation performance by promoting a faster editing of the task. The benefits of sport classes in normal high school settings have to be investigated in further studies considering the effect on academic performance.  相似文献   

Beware the winter is coming! Arab Spring in the global media     

Petra Cafnik Uludağ 《Critical Studies in Media Communication》2017,34(3):264-277

This study critically examines how the global media uses the concept of revolution when reporting about the Arab Spring. The understanding of the concept informed by historical Western revolutionary events perpetuates Eurocentrism which continues the inability to comprehend the regional, cultural, and political peculiarities of the Arab Spring. Media framing analysis reveals the use of the outdated notions of revolution based on six common attributes. The concept of revolution defined by the six attributes fails to address the events because it is delimited by its own Western origin and with its own understanding of modernization and progress. Such use of the concept is maintained by the media but also affects perception of the events while de-emphasizing their revolutionary character.  相似文献   

Making meaning of inclusive education: classroom practices in Finnish and South African classrooms     

Petra Engelbrecht  Hannu Savolainen  Mirna Nel  Teija Koskela  Mari-Anne Okkolin 《Compare》2017,47(5):684-702

This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.  相似文献   

Erratum to: What shapes the intention to study abroad? An experimental approach     

Knut Petzold  Petra Moog 《Higher Education》2018,75(1):55-56

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The Possession and Use of Toys in Elementary‐School Boys and Girls: does giftedness make a difference?     

Detlef H. Rost  Petra Hanses 《教育心理学》1994,14(2):181-194

This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree.  相似文献   

Challenges in making an academic career in education sciences     

Petra Angervall  Jan Gustafsson 《British Journal of Sociology of Education》2018,39(4):451-465

The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.  相似文献   

Higher Education and Graduate Employment in the Netherlands   总被引：2，自引：0，他引：2  

Jim Allen  Petra Boezerooy  Egbert De Weert  & Rolf Van Den Velden 《European Journal of Education》2000,35(2):211-219

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Book reviews     

Petra Munro  Bob Stevenson  James G. Ladwig  Maria Pallotta-Chiarolli  Julianne Moss 《The Australian Educational Researcher》1999,26(1):87-103

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‘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   

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