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1.

This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia  相似文献   

2.
Within the academic field of futures in education there has been concern that pupils’ negative and pessimistic future scenarios could be deleterious to their minds. Eckersley (Futures 31:73–90, 1999) argues that pessimism among young people can produce cynicism, mistrust, anger, apathy and an approach to life based on instant gratification. This article suggests that we need to discuss negative and pessimistic future visions in a more profound and complex way since these contain both hope and hopelessness. A pessimistic view of the future does not have to be negative in itself: it can also illustrate a critical awareness of contemporary social order. This article therefore aims to explore hope and hopelessness in young people’s dystopias about the future. Adopting dystopias may open up possibilities, whereas adopting disutopias will only lead one to believe that there are no alternatives to the current dominant model of global capitalism. Even a dystopia that predicts the end of the world as we know it might be the beginning of a world that we have not seen yet.  相似文献   

3.
This study examines the practical and conceptual dimensions of children’s play in German and Hong Kong Chinese kindergartens. German (n?=?24) and Chinese (n?=?24) children (3–6 years) were randomly selected and videotaped during their free play for 5?min continuously on five consecutive days. Play behavior was analyzed by adopting the Parten-Smilansky play scale. Ten teachers were interviewed to elicit their views on play, learning, and play arrangements. The findings indicate that a significant difference was found between all the play categories of Hong Kong and German children. The most frequent behavior in both contexts is non-playing behavior (Non-Play), which includes completing assignments and onlooker behavior. German children show a slightly higher level in the social and cognitive dimensions of play, compared with their Chinese counterparts. Moreover, there is an association between children’s play and teachers’ views on play and, to some degree, the curriculum foci. This comparative study has implications for the curricula currently under reform, based on consideration of whether play should be applied to or removed from the curriculum.  相似文献   

4.
《欧洲教育》2013,45(3):26-52
Increasingly, faculty members are rewarded financially for prestige-maximizing publications. As a result, the balance between publishing and other activities such as teaching or public service may collapse, as argued by Leisyte, Enders, and de Boer (2009). In our paper, we focus on career-related rewards and study their impact on publication productivity to see whether economic incentives do indeed affect faculty behavior, as measured empirically. We compare economic incentives resulting from two different career systems, namely those within the German and the U.S. university systems. We derive three hypotheses regarding expected publication patterns and test them by comparing the lifetime publication patterns of German and U.S. business and economics faculty members.  相似文献   

5.
《欧洲教育》2013,45(3-4):130-135
In the second May issue of the Deutsche Universitäts-Zeitung [German University Journal] there was an article entitled "Is There Still Any Demand for German?" by Doctor Maas, which deals rather thoroughly with the importance of the German language and generally gives a positive impression, even in the realm of science. I have taken Dr. Maas's article as an opportunity to present my own observations over the years on this topic. The changes I have observed are not positive. In my opinion, their effects are harmful over the long term.  相似文献   

6.
Teacher–child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher–child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2–7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context.  相似文献   

7.
In a globalising world, international mobility in higher education is an important phenomenon for students and higher education institutions. It is therefore essential to understand the factors that determine international students' satisfaction with higher education institutions that serve as hosts. Through research of an exploratory, quantitative nature, this study presents results from a survey among 289 incoming international students in two universities in Germany and Portugal. Our findings show that the factor we define as educational experience was an important determinant of student satisfaction. Furthermore, the appraisal of academic reputation is dependent on the university. We conclude that satisfaction with academic factors is more important for international students than satisfaction with non-academic aspects.  相似文献   

8.
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.  相似文献   

9.
Implicit and explicit attitudes play crucial roles in teachers’ judgments and behavior and might be part of the reason for the varying school performances of ethnic minority compared with ethnic majority students but also of female compared with male students. In this study, we investigated 80 female and 80 male German secondary school teachers’ implicit and explicit attitudes toward female and male Turkish students, expecting more favorable attitudes toward same-gender students. However, implicit and explicit attitudes toward male and female students were independent of teachers’ gender. An IAT revealed more negative implicit attitudes toward female than male ethnic minority students, while teachers explicitly favored female ethnic minority students. Results are discussed in terms of culturally divergent social norms and gender.  相似文献   

10.
This study describes situations in German daycare facilities (Kindergarten) in which the development of mathematical thinking in children is specifically encouraged through examination of common play objects. Using micro-sociological methods of analysis, the mathematical potential of such interactions between teacher and child is elaborated within the framework of everyday pedagogical practices (Bruner, 1996) and instructional models (Rogoff; Mind, Cult Activ 1(4): 209–229, 1994). It is also considered which concepts of mathematics may be important in these interactions.  相似文献   

11.
Among the ethnic groups that composed the population of the Russian Empire, one unique group was that of the Ethnic Germans (Volksdeutschen) who had immigrated to Russia since the second half of the eighteenth century. Over the years, there had been a change in the process of the settlers’ assimilation as an outcome of their geographical dispersion. This article focuses on Ethnic Germans who were living in the colonies along the coasts of the Black Sea and in Bessarabia. These settlers managed to preserve their ethnic uniqueness until First World War, in part because of the central role their teachers and schools played in their communities. The teachers were not only agents of knowledge, but also had spiritual‐religious roles and were in charge of imparting their unique heritage. An examination of the social origins of the teachers reveals that many of them followed in their fathers’ footsteps when choosing an occupation. Hence, it was common that teachers who taught in a certain colony and its surroundings for dozens of years belonged to the same family. The fact that the profession was passed on from one generation to the next as well as marriages between teachers’ families and getting teaching positions on this basis had implications beyond the professional‐pedagogical domain. This guaranteed the teachers’ loyalty to their heritage, their authority in the community and the sense of sharing fate with its members. It was a significant factor in the preservation of the German colonists’ ethnic heritage in the face of the increasing Russification of the educational system in their colonies as of the last quarter of the nineteenth century.  相似文献   

12.
Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation’s energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way for informed decision-making. This study examined German students’ knowledge of the contribution of diverse energy sources to their nation’s energy mix as well as their affective energy responses so as to identify implications for science education. Specifically, the study investigated whether and to what extent students hold mistaken beliefs about the role of multiple energy sources in their nation’s energy mix, and assessed how misconceptions could act as self-generated reference points to underpin support/resistance of proposed developments. An in-depth analysis of spontaneous affective associations with five key energy sources also enabled the identification of underlying concerns driving people’s energy responses and facilitated an examination of how affective perception, in acting as a heuristic, could lead to biases in energy judgment and decision-making. Finally, subgroup analysis differentiated by education and gender supported insights into a ‘two culture’ effect on energy perception and the challenge it poses to science education.  相似文献   

13.
This article describes child and adolescent violence in variousforms in Germany today. Sociological and psychological research provides variousexplanations, but a more comprehensive systemic approach seems to be necessary inorder to develop multi-modal methods of prevention and intervention.Twelve basic methods of prevention are briefly described as well as variousimportant therapeutic approaches. A model case is used to explain threelevels of prevention/intervention which school counsellors can apply: (a)client-centered counselling with various alternatives for the change ofperception, self-concepts and motives of people involved, (b) combinations of educationalmethods of prevention in a particular school according to circumstances, and(c) therapeutic intervention by counsellors themselves or in cooperation withexternal specialists. Competent counsellors who know their limits and are able tocooperate can play a key role in the prevention of violence and in aggression therapy.  相似文献   

14.
In Swedish compulsory school, students can choose to study a modern language in addition to English, i.e., French, Spanish, or German. Since 1994, instruction time for modern languages has been extended, the learning objectives have been made more attainable, and national assessment materials have been introduced. The government made these changes so that more students would study modern languages and achieve the syllabus goals. Existing statistics, however, indicate that these changes have been ineffectual compared to earlier years. Sixteen modern language teachers were interviewed about why state policies have failed. The results suggest that political intentions have not been realized for several interacting reasons. First, the state lacks a central school administration to translate political intentions into concrete goals. Second, teachers have not perceived the reforms as important. Third, government actions are not aligned with research explanations of why students do not choose to study modern languages.  相似文献   

15.
This longitudinal study compared immigrant and native adolescents’ expectations concerning the timing of conventional socially acceptable and oppositional less socially acceptable forms of autonomy. Based on normative development and a collectivist background among immigrants, both developmental and acculturative change was expected. The sample consisted of 523 ethnic German immigrants from the former Soviet Union and 475 native German adolescents, both groups divided into an early (age 12.5 years) and a late (age 16 years) adolescent group. Results revealed more developmental than acculturative change, as immigrants and natives mostly showed a similar rate of change in autonomy expectations. Acculturative change was found only for oppositional autonomy among late adolescent immigrants, whose later expectations approached those of their native age‐mates over time.  相似文献   

16.
Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions.  相似文献   

17.
The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools.  相似文献   

18.
Environment is a broad concept encompassing the whole range of diverse surrounding in which man perceive, experience and react to events and changes. The present investigation has been designed to study the environmental disposition factors as perceived by German, American and Indian. A group of 392 subjects were selected in this investigation. English, German and Bengali version of Environmental Response Inventory were administered to them. All the three groups have favourable attitude towards pastoralism, which means preservation of natural resources. Besides this, they also express variety of opinion in connection with urbanism, environmental adaptation, need privacy and antiquarianism.  相似文献   

19.
Many Anglo‐American universities have undertaken a paradigm shift in how the dissection of human material is approached, such that students are encouraged to learn about the lives of body donors, and to respectfully “personalize” them as human beings, rather than treating the specimens as anonymous cadavers. For the purposes of this study, this provision of limited personal information regarding the life of a body donor will be referred to as “personalization” of body donors. At this time, it is unknown whether this paradigm shift in the personalization of body donors can be translated into the German‐speaking world. A shift from donor anonymity to donor personalization could strengthen students' perception of the donor as a “first patient,” and thereby reinforce their ability to empathize with their future patients. Therefore, this study aimed to collect data about the current status of donation practices at German‐speaking anatomy departments (n = 44) and to describe the opinions of anatomy departments, students (n = 366), and donors (n = 227) about possible donor personalization in medical education. Anatomy departments in Germany, Austria, and Switzerland were invited to participate in an online questionnaire. One‐tenth of registered donors at Ulm University were randomly selected and received a questionnaire (20 items, yes‐no questions) by mail. Students at the University of Ulm were also surveyed at the end of the dissection course (31 items, six‐point Likert‐scale). The majority of students were interested in receiving additional information about their donors (78.1%). A majority of donors also supported the anonymous disclosure of information about their medical history (92.5%). However, this information is only available in about 28% of the departments surveyed and is communicated to the students only irregularly. Overall, 78% of anatomy departments were not in favor of undertaking donor personalization. The results appear to reflect traditional attitudes among anatomy departments. However, since students clearly preferred receiving additional donor information, and most donors expressed a willingness to provide this information, one could argue that a change in attitudes is necessary. To do so, official recommendations for a limited, anonymous personalization of donated cadaveric specimens might be necessary. Anat Sci Educ 11: 282–293. © 2017 American Association of Anatomists.  相似文献   

20.
Policy debates on employability, lifelong learning and competence‐based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries’ institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a ‘knowledge‐based’ VET model in Germany and The Netherlands and a ‘skills‐based’ model in England. There is a need to develop trans‐national categories that take into account the social construction of terms such as ‘skills’ and ‘qualifications’.  相似文献   

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