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Outi Tiainen Riitta-Liisa Korkeamäki Mariam Jean Dreher 《Scandinavian Journal of Educational Research》2018,62(4):586-600
This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. 相似文献
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Lessons learned 总被引：3，自引：0，他引：3
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The present studies investigated the out-group homogeneity effect in 5- and 8-year-old Israeli and German children (n = 150) and adults (n = 96). Participants were asked to infer whether a given property (either biological or psychological) was true of an entire group—either the participants' in-group (“Jews” or “Germans”) or their out-group (“Arabs” or “Turks”). To that end, participants had to select either a homogenous or a heterogeneous sample of group members. It was found that across ages and countries, participants selected heterogeneous samples less often when inferring the biological properties of out-compared to in-group members. No effect was found regarding psychological properties. These findings have important implications for our understanding of the origins of intergroup bias. 相似文献
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Anika Schenck-Fontaine Jennifer E. Lansford Ann T. Skinner Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Paul Oburu Concetta Pastorelli Emma Sorbring Laurence Steinberg Patrick S. Malone Sombat Tapanya Liliana M. Uribe Tirado Liane P. Alampay Suha M. Al-Hassan Dario Bacchini Marc H. Bornstein Lei Chang 《Child development》2020,91(1):307-326
This study investigated the association between perceived material deprivation, children's behavior problems, and parents’ disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents’ psychological aggression. Parents’ disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level. 相似文献
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In 2004 the Finnish National Board of Education launched a new curriculum framework that includes principles, instructional aims, and a brief list of content by subject areas. The intent of this framework is that teachers should interpret the core curriculum at the local level and apply it in their own schools and classrooms. This approach encourages teachers to use their professional knowledge and take into account their students and the learning environment in applying and implementing the curriculum. This case study sought to understand how this core curriculum has been implemented by way of observations of language and literacy lessons in 8 grade 1 and grade 2 classrooms during a 2‐month period. The observations and the analysis were guided by earlier research conducted in classroom identified as ‘excellent’ in the US. The resulting data, in turn, were compared with the core curriculum. The findings show that, although some of the principles and the content of the core curriculum were reflected in practice, there were inconsistencies between the instructional methods used in the classrooms and the principles set in the core curriculum. Although some areas of the core curriculum were well represented in classroom language and literacy practices, others were covered only in part or not at all during the observation period. 相似文献
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Antje von Suchodoletz Anika Fäsche Catherine Gunzenhauser Bridget K. Hamre 《Early childhood research quarterly》2014
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
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Anika Frühauf Will A. S. Hardy Ross Roberts Martin Niedermeier Martin Kopp 《Sportwissenschaft》2018,48(4):467-477
The aim of the present research was to validate German language versions of three inventories in high-risk sports to facilitate future research in the significant population of German speaking high-risk sports participants. We translated the Sensation Seeking, Emotion Regulation and Agency Scale (SEAS), the Risk-Taking Inventory and the Accidents and Close Calls in Sport Inventory into German, then tested the hypothesized factor structures with 719 high-risk sport participants from the European Alps using Bayesian structural equation modelling (BSEM). The final models were all good fits to the data, had good internal consistency and displayed adequate discriminant validity. All inventories displayed the same factor structure as in the English inventories bar the G?SEAS After inventory in which a three-factor model fitted better than a two-factor model. Possible reasons for this difference include differences in the sample population, translation bias, or cross-cultural differences; however it seems likely that the nuanced approach of BSEM allowed this study to disentangle emotion regulation transfer from agency transfer after participating in high-risk sport where previous attempts using other methods have failed to. This will allow future research in high-risk sport to be conducted beyond English speaking populations and more significantly, facilitate the investigation of differences between the transfer effects of agency and emotion regulation. 相似文献