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Heilala C. Kalland M. Lundkvist M. Forsius M. Vincze L. Santavirta N. 《Early Childhood Education Journal》2022,50(3):399-409
Early Childhood Education Journal - We studied the working conditions in Early Childhood Education and Care (ECEC). The aim was to explore how ECEC staff experience work demands and resources and... 相似文献
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Nick Joyce Laszlo Vincze Eniko Julia Marton 《Journal of International and Intercultural Communication》2016,9(4):295-311
This paper explores the role of ethnolinguistic vitality and intergroup contact in changing attitudes and the interest to learn Hungarian among Slovak-speaking secondary school students in Southern Slovakia (N?=? 225). Several indirect paths linking the all these variables were found. In general, lower local ethnolinguistic vitality of Hungarian decreased intergroup anxiety and increased the quality of contact with members of the Hungarian minority, which led to a more positive attitude toward the Hungarian minority, and enhanced the interest to learn Hungarian. 相似文献
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This article examines the role of subjective and objective determinants of ethnolinguistic identity gratifications among Swedish speakers in Finland (N = 703) and French speakers in Canada (N = 4969). As expected, in both settings, the results demonstrated that ethnolinguistic identity as well as ethnolinguistic vitality significantly predicted the linguistic patterns of TV use; furthermore, a significant interaction between identity and vitality indicated that the effect of identity on TV is greater in areas where objective vitality is higher and the TV access in the given ethnic language is greater. Findings and implications are discussed. 相似文献
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Over the last decades more and more research has analysed relatively new or rediscovered teaching–learning concepts like blended, hybrid, multi-sensory or technologically enhanced learning. This increased interest in these educational forms can be explained by new exciting discoveries in brain research and cognitive psychology, as well as by the accelerated integration of technology (computers, intranets, internet, etc.) in education. We have investigated how the educationally valuable outcomes of these trends could be implemented in computer-programming education and in what ways this process could be catalysed by arts (dance, music, rhythm, theatrical role-playing). We present a theoretical basis for technologically and artistically enhanced multi-sensory teaching–learning strategies. This work focuses particularly on how dance can be involved in computer science classes. 相似文献
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The purpose of the Department of Physics's close association with the Gothard Observatory is to provide a foundation in basic astronomy and astrophysics during 3 semesters in Berzsenyi Daniel Teacher Training College for future Hungarian Elementary School teachers who will teach pupils to age 14 years. The courses of lectures include: Solar System, Sun, Stars, Stellar Interiors and Atmospheres, Astronomical Techniques, Extragalactic Astronomy, Cosmology. Students have outstanding opportunities to learn and to apply in their research the development of instrumentation, and the techniques of observation with telescopes. Excellent modern computing facilities for support of data analysis and theoretical work are available at Gothard Observatory. Library facilities contain a wealth of astronomical reference materials. Students have direct access to many facilities of the Department and Observatory. 相似文献
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The aim of the cross-sectional study was to reveal what coping strategies 8, 10- and 12-year-old Hungarian students (N?=?167) use in situations that are frustrating, either for themselves or their peers. The coping strategies in school situations were assessed by our own questionnaires. The instrument enables the investigation of the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. The coping strategies were assessed by teacher-report and self-report questionnaires developed especially for this purpose. The most important finding of this study is that the occurrence of overt aggression increases with age, which is supported by the results of both the self-report and the teacher-report questionnaires. Results obtained by the self-report and teacher-report instruments correlated significantly in all three cohorts (p?相似文献
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Based on the tenets of the social context model of second language acquisition, the present article examined the combined effect of online and face-to-face contact in developing multilingual skills and identities among young Swedish-speaking Finns (N = 304). The hypotheses were tested for Finnish as a second language and English as a third language using parallel models. The results were largely identical for both languages. Specifically, online contact enhanced language confidence which, in turn, contributed to language identity. However, online contact had a more substantial effect on confidence as well as identity among those who had little face-to-face contact with speakers of the given language. Findings and their implications are discussed. 相似文献
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Ference Marton Maj Asplund Carlsson Laszlo Halasz 《Scandinavian Journal of Educational Research》2013,57(3-4):291-298
In a previous study, Marton et al. (1992) asked Hungarian and Swedish secondary school students to read Franz Kafka's parable Before the Law several times. Rereading the text several times did not in itself improve or alter the students’ understanding of it. We found, however, that a more complex and advanced way of understanding the text was highly correlated with a certain way of reading; that is, in the use of a reflective variation. In order to determine whether it is possible to elicit reflective variation in readers and affect their awareness of alternative ways of understanding the parable, by giving explicit instructions, we conducted a new experiment in Sweden. The procedure for this experiment was designed with the aim of eliciting a variational reading and a more advanced understanding of the text. This procedure, however, created a strong reverse effect. Paradoxically, the variation in the readers’ understanding of Kafka's parable was dramatically reduced. The attempt to encourage readers to consider different interpretive options thus seemed to have enhanced the dominance of the most frequent form of understanding. 相似文献