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Anne Bert Dijkstra Femke Geijsel Guuske Ledoux Ineke van der Veen Geert ten Dam 《School Effectiveness & School Improvement》2013,24(4):524-553
This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools. 相似文献
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Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their implications for assessment of early childhood learners. Veteran teachers indicated differences in both the use of the software programs and the style in which assessment activities were completed compared to newer teachers. The results indicate the need for professional development of new technologies to focus beyond the utilization of software and hardware and that new technologies implementation may be the catalyst for improvements in assessment strategies. 相似文献
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Geert ten Dam Femke Geijsel Rene Reumerman Guuske Ledoux 《European Journal of Education》2011,46(3):354-372
Citizenship has recently been introduced into the educational curriculum. Instruments to determine the effects of citizenship education are scarce. In this article, the concept of citizenship competences is explored in order to develop a measurement instrument. Four social tasks were derived from the literature as representative of young people's citizenship practices: acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. What adequate fulfilment of each social task presupposes in terms of knowledge, attitudes, skills, and reflection is defined per task and operationalised into items for a questionnaire. The sample (N = 16,000) concerns a representative sample of students in grade 6 and grade 9. Confirmatory factor analyses were conducted to determine the extent to which the structure in the data corresponded to the structure expected on theoretical grounds. The study reveals a reliable and valid instrument for the measurement of young people's citizenship competences. Future research should provide insight into how these competences relate to citizenship behaviour and whether measures of citizenship competences and behaviour will help schools to evaluate the effectiveness of their efforts. 相似文献
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Luc Laberge Élise Ledoux Julie Auclair Marco Gaudreault 《Mind, Brain, and Education》2014,8(4):220-226
Adolescents who work while attending school are reported to sleep less than those who do not. This study aimed to identify factors associated with short sleep duration in students who work during the school year. A cross‐sectional survey aiming to describe working conditions and occupational safety and health was completed by representative samples of Quebec high school students aged 12–19 years from three administrative regions (n = 3,871). A multiple stepwise regression analysis was performed with sleep duration as the dependent variable, and sociodemographic, school, occupational, and health factors as potential explanatory variables. Significant factors associated with shorter sleep duration were later bedtimes (p < .001), shorter weekend oversleep (p < .001), higher physical work factors related to handling efforts (p < .001), and female gender (p < .01). Addressing work conditions of student workers may help prevent sleep deprivation. Special efforts should also target girls combining work and study. 相似文献
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Programs of professional development for preservice teachers of young children in the United States attempt to align their program goals and candidate performances to The National Association for the Education of Young Children (NAEYC), Association of Childhood Education International (ACEI), and their particular state standards. In addition they attempt to teach candidates to be knowledgeable and reflective practitioners who use the best practices in their field. This article will address one university’s attempt to adopt this process and utilize electronic portfolios. The article will include examples of course objectives, standards, rubrics, and candidate performances interwoven through program matrices in order to insure the proper delivery of instruction while maintaining flexibility and creativity. It is hoped that the article will foster discussion about the strengths and challenges of accountability and academic freedom in preparing candidates in early childhood education. 相似文献
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Opinions differ on the desirability of paying attention to intercultural education in schools and on the opportunities to do this. Theoretical agreement and conceptual clarity on the concept are hard to find. The theoretical debate on intercultural education is far removed from daily practice in the classroom. Ideally, experience‐related ideas and the insights of teachers should form part of the debate. In this article we present an example of measuring teachers' opinions on the concept of intercultural education. The research was carried out in The Netherlands with the help of a written questionnaire. Seventy‐four teachers participated. The researchers differentiated four accents in intercultural education, based on the literature. This differentiation was not reflected in the teachers' answers. They had a slight preference for a general pluralistic interpretation of intercultural education and, hence, for a particular pedagogical approach. We will explore this finding further in the discussion. 相似文献
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