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The purpose of this paper is to describe the role of the Botswana study-service scheme (Tirelo Setshaba) in the career development of its participants. Study-service is defined as community service used to educate those who participate in contrast to other service programmes where the main objective is to provide manpower e.g. by providing service to the community. First, the existing career development situation in Botswana for senior secondary school students is reviewed and findings from some recent research in this field in the country are presented. Second, the nature of the one year experience gained by Tirelo Setshaba participants is described including the uniqueness of Tirelo Setshaba as compared to other similar schemes in that service takes place before post-secondary education, but with other policies being similar to those developed for university students. Third, the paper presents a rationale for career development assistance for Tirelo Setshaba participants and describes career development material prepared for them. The nature of the scheme, with two or a maximum of four participants assigned to a village, has made it necessary to design a career service for clients who are so widely scattered that the often-used career talks, conventions or one-to-one counselling are impractical. Finally, the paper argues for a proper evaluation of Tirelo Setshaba's impact on career development as the conclusions drawn in the paper are based on limited observations.Senior Research Fellow, National Institute of Development Research and Documentation, University of Botswana. She has served for several years as planning officer with the Ministry of Education in Botswana and as a psychologist (career guidance) in Sweden.Tirelo Setshaba Adviser, Ministry of State President, Botswana. He has long experience from study-service schemes in a number of countries, inter alia Botswana, Nepal and Indonesia. 相似文献
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Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years 相似文献
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This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking. 相似文献
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Lyytinen H Aro M Eklund K Erskine J Guttorm T Laakso ML Leppänen PH Lyytinen P Poikkeus AM Torppa M 《Annals of dyslexia》2004,54(2):184-220
Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children. 相似文献
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This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety‐five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out‐of‐school reading one year later. Second, reading habits also predicted reading skills: the amount of out‐of‐school reading at the end of Grade 1 contributed to the development of word recognition skills. 相似文献
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SCHOOL PSYCHOLOGISTS’ ETHICAL STRAIN AND RUMINATION: INDIVIDUAL PROFILES AND THEIR ASSOCIATIONS WITH WEEKLY WELL‐BEING 
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下载免费PDF全文 We investigated school psychologists’ experiences of ethical strain (the frequency of ethical dilemmas at work and the stress caused by these dilemmas) and dilemma‐related rumination outside working hours. Individual latent profiles were estimated at the study baseline based on these three dimensions. The psychologists’ weekly well‐being (vigor, exhaustion, and sleep quality) was compared against their profile during the following three working weeks. The sample included 133 school psychologists, among whom four groups were identified: Low ruminators (39%), an Intermediate group (39%), High ruminators (20%), and Atypical outliers (2%). High ruminators fared least well in terms of weekly well‐being. Of all the groups, they reported the lowest levels of vigor, the highest levels of exhaustion, and the lowest sleep quality. The study contributes to understanding how psychologists differ in their experiences of ethical strain, and highlights the role of ruminating: mental detachment from ethical demands is especially important for school psychologists’ well‐being. 相似文献
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Ulla Johnsson‐Smaragdi Annelis Jönsson 《Scandinavian Journal of Educational Research》2013,57(5):519-540
In this study, the merit of using deliberative democratic evaluations is studied in light of ten questions asked by House and Howe, which defined the approach and raise issues of interests, representation, and choice of stakeholders, power balances and procedures for controlling them, participation, reflection and deliberation. Suggestions by Clark and Moss for using a mosaic approach were followed. This indicates, when listening to children, many fragments integrate into a whole picture. The emphasis here was on listening to children's views and defining values and evaluation criteria so that they reflect our definition of childhood and quality of childcare. Children had other priorities than parents and staff in some instances, for example regarding length of stay and autonomy. Greene's issues of power, core matters, and biases were utilized for reflection on issues. 相似文献
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Räty Hannu Hytti Ulla Kasanen Kati Komulainen Katri Siivonen Päivi Kozlinska Inna 《European Journal of Psychology of Education - EJPE》2020,35(4):975-993
Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.
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Kerstin Fellenius Ulla Ek Lena Jacobson 《International Journal of Disability, Development & Education》2001,48(3):283-302
Four children with cerebral visual impairment caused by periventricular leukomalacia were followed in an ethnographic clinical case study for two years during their process of learning to read in mainstream classes. When compared to children with ocular visual impairment, children with cerebral visual impairment often exhibit an uneven cognitive profile with visuo-spatial deficits but good verbal capacities. One main problem for children with deficits due to periventricular leukomalacia is decreased visual acuity with crowding, that is, an inability to identify symbols in a line, while single symbols of the same size may be identified. A question addressed in the study is what kind of strategies does the child with "crowding" problems develop in reading long words in print. Could Braille, as a sequential reading medium, be an alternative for the child with simultaneous visual problems? Two children were offered both Braille and print reading as reading media, one of whom preferred Braille after two years of training. The other two children read ordinary print without any special teaching. After two years, considerable differences in reading acquisition and reading strategies could be detected among the four children. No single factor seemed to account for the differences. Individual factors as well as teaching methods could be reasons for the differences. 相似文献