Torture of children: An investigation of Chilean immigrant children in Denmark: Preliminary report     

Jørgen Cohn  Kirsten Inger Mygind Holzer  Lone Koch  Birgit Severin 《Child abuse & neglect》1981,5(2):201-203

Torture of children occurs in many different ways: children may be forcibly adopted by strangers; children may be arrested and imprisoned; they may witness torture of their parents or may be tortured in the presence of their parents; and, similarly several reports of mass executions of children are available.The Danish Medical Group under Amnesty International has investigated 88 Chilean children now living in Denmark, whose parents had been tortured. Approximately $\text{1}\text{3}$ of the children were abnormally anxious and approximately $\text{1}\text{3}$ had disturbances of sleep in the form of difficulty falling asleep accompanied by broken sleep with nightmares. Approximately $\text{1}\text{4}$ of the children developed secondary nocturnal enuresis. Seventeen percent of the children showed behaviour difficulties in the form of aggression while 16% became introverted and depressed and had difficulties in establishing contact with children of the same age-group.  相似文献   

Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers     

Menz  Cordelia  Spinath  Birgit  Seifried  Eva 《European Journal of Psychology of Education - EJPE》2021,36(2):477-494

Endorsement of educational psychological misconceptions among preservice teachers can be a threat for reaching educational goals. Therefore, it is of societal interest whether preservice teachers hold educational psychological misconceptions and, if they do, whether these misconceptions can be reduced through confrontation with empirical evidence. Prevalence and refutability of misconceptions were analyzed among N = 937 German preservice teachers who participated in an online survey. Results indicated a high prevalence of educational psychological misconceptions but also the possibility of a reduction through refutation-style texts. However, only few preservice teachers shifted their opinions from (rather) endorsing a misconception to (rather) not endorsing it after reading the text. We conclude that educational psychological misconceptions are common among German preservice teachers and that merely presenting empirical evidence is insufficient to effectively counteract misconceptions. Future research should deepen the understanding of why and wherefrom these misconceptions occur and develop efficient interventions to counteract misconceptions among preservice teachers.

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Cultural conditionally and aid to education in east Africa     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):177-197

Aid to African education often involves the imposition of conditions that create dependency and undermine indigenous educational patterns. Such conditions can include the insistence on textbooks written and published abroad, the use of examination systems devised in Europe or North America, and the neglect of African culture and languages. In the first part of this article the author examines the attempts at educational reform after the African states had achieved independence. The second part highlights the renewed dangers of educational dependency following the 1990 World Conference on Education for All, held in Jomtien, Thailand. The last part of the article discusses whether there is such a thing as educational aid for empowerment and gives some examples of good educational aid projects in Africa.

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Zusammenfassung Hilfeleistungen für das afrikanische Bildungssystem rufen oftmals Bedingungen hervor, die zu Abhängigkeiten und der Unterminierung einheimischer Bildungsmuster führen. Solche Bedingungen können das Bestehen auf der Benutzung von im Ausland geschriebenen und veröffentlichten Textbücher sein, die Anwendung von in Europa oder Nordamerika üblichen Bewertungssystemen und die Vernachlässigung afrikanischer Kulturen und Sprachen. Im ersten Teil dieses Artikels untersucht die Autorin den Versuch einer Bildungsreform nach Erlangung der Unabhängigkeit der afrikanischen Staaten. Der zweite Teil unterstreicht die neuerliche Gefahr einer Abhängigkeit im Bildungssystem nach der Weltkonferenz: Bildung für Alle in Jomtien, Thailand 1990. Im Schlußteil wird die Existenz einer Bildungshilfe zur Selbsthilfte diskutiert und beispielhafte Hilfsprojekte in Afrika angesprochen.

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Résumé Les mesures d'assistance à l'éducation en Afrique impliquent souvent le diktat de conditions qui sont génératrices de dépendance et annihilent les modèles pédagogiques autochtones. Elles imposent par exemple l'utilisation de manuels rédigés et publiés à l'étranger, l'application de règlements d'examens élaborés en Europe ou en Amérique du Nord, et négligent les cultures et langues africaines. Dans une première partie, l'auteur analyse les tentatives de réforme pédagogique entreprises par les Etats africains après leur indépendance. Elle se concentre ensuite sur les dangers de dépendance pédagogique ravivés par le Congrès mondial sur l'éducation pour tous tenu à Jomtien en Thaïlande. En dernier lieu, l'auteur pose la question de savoir s'il existe une aide pédagogique pour l'autonomisation, en donnant quelques exemples réussis de projets d'assistance pédagogique en Afrique.

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Sumario La ayuda concedida a Africa en el área de la educación está frecuentemente supeditada a condiciones que crean dependencia y que socavan los patrones educacionales indígenas. Entre ellas, la insistencia en el uso de libros de texto escritos y editados en el extranjero, el requerimiento de evaluar según sistemas concebidos en Europa o América del Norte, y el desprecio de las culturas y lenguajes africanos. En la primera parte del artículo se examinan los intentos de reforma educative posteriores a la independencia de los países africanos. En la segunda, la atención se centra en los peligros de dependencia educacional que nuevamente surgen tras la Conferencia mundial sobre educación para todos, celebrada en 1990 en Jomtien, Tailandia. En la última parte se pregunta si existe algo parecido a la ayuda educativa para la habilitacion y describe algunos buenos proyectos de ayuda educacional en Africa.

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The Aetiology of High Cognitive Ability in Early Childhood     

Angelica Ronald  Frank M. Spinath  Robert Plomin 《High Ability Studies》2002,13(2):103-114

Both the environment and genetics are likely to influence the development of cognitive talent during the preschool years. It is not known to what degree or how these influences differ from those throughout the range of ability. 1943 twin pairs were assessed at 2, 3 and 4 years of age using diverse verbal and nonverbal cognitive measures. Consistently high scoring children were selected on a general cognitive factor. From behavioural genetic model fitting analyses, substantial shared environmental (70%) and modest genetic influences (20%) were found in the high group and this matched the aetiology of the entire sample. Strong genetic predisposition was not apparent. Individual differences in cognitive ability and high ability is largely due to shared environment during the preschool years.  相似文献   

Not all roads lead to Rome — Comparing different types of motivational regulation profiles     

Malte Schwinger  Ricarda Steinmayr  Birgit Spinath 《Learning and individual differences》2012,22(3):269-279

The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 (N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 (N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed.  相似文献   

Education,democracy and development – does education contribute to democratisation in developing countries?     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):145-147

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Book reviews     

T. Neville Postlethwaite  Birgit Brock-Utne  R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(1-2):141-144

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Reardon,Betty. 2001. Education for a Culture of Peace in a Gender Perspective     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):395-399

International Review of Education -  相似文献   

Contents Volume 47 2001     

Birgit Brock-Utne  Halla B. Holmarsdottir 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,2(2):649-652

Volume Contents

Contents Volume 47 2001  相似文献   

The ubuntu paradigm in curriculum work,language of instruction and assessment     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(1):29-44

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