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Gudrun Ziegler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):685-703
Multilingualism in education is a conceptual as well as a pedagogical challenge of the 21st century. Luxembourg, with its three statutory official languages (Luxembourgish, French and German), is an especially complex setting. The gap between traditional principles of language education on the one hand and the challenging impacts of today??s multilingualisms on the other led the University of Luxembourg (founded in 2003) to set up a developmentally-driven Master??s programme in 2007, entitled ??Learning and Development in Multilingual and Multicultural Contexts??. After a presentation of the general multilingual settings in Luxembourg, this paper discusses the constellation of the multilingual University??s staff and students and provides an analysis of the concept of the course by outlining its innovative approach, its principles and lessons learned with regard to running a trilingual higher education programme. 相似文献
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Machteld Vandecandelaere Eric Schmitt Gudrun Vanlaar Bieke De Fraine Jan Van Damme 《教育心理学》2016,36(8):1354-1389
Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters’ development in nine psychosocial domains is compared with that of equally at risk but (1) continuously promoted age-mates and (2) promoted age-mates who repeated first grade instead. Analysing data from a large-scale longitudinal study using propensity score matching and multilevel modelling, the findings reveal no harm of kindergarten retention for at-risk children’s long term psychosocial development. Rather, we find that, relative to equally at-risk but continuously promoted children, kindergarten repeaters benefit from retention with respect to higher levels of well-being, and peer relations, and lower levels of hyperactivity, aggression and asocial behaviour. Compared to similar children who were promoted but who were retained in first grade instead, kindergarten repeaters are found to benefit more from retention with respect to higher levels of well-being, self-confidence, attitude to work and independent behaviour, and lower levels of hyperactivity. 相似文献
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Schwarzer G 《Child development》2000,71(2):391-401
The present experiment examined the degree to which analytic and holistic modes of processing play a role in the way children and adults categorize upright and inverted faces. Seven-year-old children (n = 38), 10-year-old children (n = 40), and adults (n = 55) were instructed to classify upright and inverted faces into two categories. The construction of the categories allowed participants to categorize the faces either analytically (by focusing on a single attribute) or holistically (in terms of overall similarity). The results show both a developmental trend from analytic to holistic processing and an effect of face inversion with increasing age. Thus, it appears that 7-year-old children process upright and inverted faces in a way comparable to their processing of nonfacial visual stimuli, namely analytically, whereas a growing proportion of 10-year-olds and adults process only upright faces holistically by adopting a specific mode of face processing. 相似文献
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Gudrun Wolfschmidt 《Science & Education》2007,16(6):549-559
“Raritäten- und Wunderkammern” of the Baroque period were a microscopic image of the macroscopic world, in which astronomical instruments, orreries and celestial globes played an important role. The Gottorf globe in the ducal castle in Schleswig (1664) and, much later, the Atwood sphere in Chicago (1913) allowed demonstration of star rising and setting for several people sitting inside. An improved version of this idea, a more sophisticated device, was the projection planetarium, invented by Zeiss of Jena and inaugurated in 1925 in Munich. The “Urania” had already opened in Berlin in 1888, showing the real sky from a public observatory, as well as giving theatrical performances about the origin and evolution of the universe. And, since 1909, visitors to Berlin’s Archenhold Observatory have enjoyed stargazing with its impressive “20-m-long” refractor. All these models and instruments were successfully used for the public understanding of science and astronomy, and always created a strong attraction. 相似文献
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Gudrun Heatley 《Educational Action Research》2013,21(3):403-417
It is a recurring complaint that practitioner-focused action research is under-represented in the literature. This article is written as an accessible account of an action research collaboration aiming to improve learning outcomes. It reports a teacher's innovation in regard to children's narrative writing strategies and evaluates the responses of the children to the changed processes of learning, and their prior and subsequent written work. It offers one approach to research-based professional practice and reflects on the viability of such approaches. 相似文献
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Griet Vanwynsberghe Gudrun Vanlaar Jan Van Damme Bieke De Fraine 《School Effectiveness & School Improvement》2017,28(2):167-190
Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education. 相似文献