Promoting historical contextualisation in classrooms: an observational study     

Tim Huijgen  Paul Holthuis  Carla van Boxtel  Wim van de Grift 《Educational studies》2019,45(4):456-479

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.  相似文献   

Promoting historical contextualization: the development and testing of a pedagogy     

Tim Huijgen  Wim van de Grift  Carla van Boxtel  Paul Holthuis 《课程研究杂志》2018,50(3):410-434

The aim of this explorative study was to develop and test a pedagogy aimed at promoting students’ ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test–post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students’ ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions.  相似文献   

Web-Based Portfolios: A Vehicle for Examining Prospective Elementary Teachers' Developing Understandings of Teaching Science     

Carla Zembal-Saul  Leigh A. Haefner  Lucy Avraamidou  Mary Severs  Tom Dana 《Journal of Science Teacher Education》2002,13(4):283-302

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History of childhood abuse in Portuguese parents     

Figueiredo B  Bifulco A  Paiva C  Maia A  Fernandes E  Matos R 《Child abuse & neglect》2004,28(6):669-682

OBJECTIVE: The study examines the self-reported prevalence of childhood physical and sexual abuse in a large sample of Portuguese parents. METHOD: Nearly 1,000 parents (506 mothers and 426 fathers) were selected through public primary schools from the Northern area of Portugal. All completed the Portuguese version of the Childhood History Questionnaire (CHQ) [Journal of Family Violence 5 (1990) 15]. RESULTS: Results show that the prevalence of abuse was 73%, but more severe physical abuse involving sequelae/injury was reported by 9.5%. Most physical abuses began prior to age 13, with half continuing after age 13. No gender differences were found for rates of physical abuse. However, among the milder physical abuse without sequelae/injury, those women who experienced "whipping" or "slapping/kicking" were more likely to do so from their mothers than fathers. Among men who were "slapped/kicked" this was more likely to be from their fathers. Low rates of sexual abuse were found at 2.6% with no gender or age differences. Lack of a supportive adult in childhood related to the more severe abuses, but only in adolescence. Portuguese rates of abuse were consistently lower than those reported in USA and Spanish studies using the CHQ. CONCLUSIONS: This is the first retrospective, self-report study of childhood abuse in a large sample of Portuguese parents and, even with a participation rate of 69%, shows lower rates than in US and Spanish samples.  相似文献   

‘Trying to find the extra choices’: migrant parents and secondary school choice in Greater Manchester   总被引：1，自引：0，他引：1  

Bridget Byrne  Carla De Tona 《British Journal of Sociology of Education》2012,33(1):21-39

This article, based on qualitative research in Greater Manchester, examines the experience of migrants in navigating the education system, and in particular in choosing secondary schools for their children. There has been extensive research on the process of choosing schools since the policy reforms of the 1980s, but none has examined how the process of choosing a secondary school is impacted by the material and affective impact of migration. The article argues that migrants’ experience is embedded in gendered, classed and racialised processes and that, despite the heterogeneity of the category, migrants often face particular barriers in negotiating the school system. Nonetheless it also explores the importance put on education by the migrants who were interviewed and the active labour they engage in to try and achieve the best results for their children.  相似文献   

Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science     

Andrea R. Milner  Toni A. Sondergeld  Abdulkadir Demir  Carla C. Johnson  Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.  相似文献   

Waves of (Dis)Satisfaction: Effects of the Numerus Clausus system in Portugal     

Madalena Fonseca  Diana Dias  Carla Sá  Alberto Amaral 《European Journal of Education》2014,49(1):144-158

Access to higher education in Portugal is governed by a quota system (numerus clausus). The purpose of this article is to answer two questions: First, how does the numerus clausus system shape the demand for medical studies? Second, how do non-enrolled medical candidates influence the global allocation system and generate waves of dissatisfaction? The results show that students who do not succeed in entering medicine register in other programmes, such as pharmacy, veterinary medicine and dental studies, generating a first wave of dissatisfaction. Because students who are not placed in medicine occupy a large share of the places available in those other programmes, the wave of dissatisfaction propagates, with students being pushed to other programmes, especially biology and biochemistry. This process has also been analysed from a spatial perspective. Apparently, when students are competing to obtain a study place in a programme with prestige and good professional career perspectives such as medicine moving to a more peripheral region becomes more frequent.  相似文献   

Understanding and Managing Others: The Impact of Social Intelligence upon Social Influence     

Carla A. Hackworth 《Communication Research Reports》2013,30(3):171-178

The present study provided support for the relevance of social intelligence—to social influence. Consistent with but extending past research, recognizing situational influences (i.e., discriminative facility) was associated with effective social interactions. In particular, individuals high in discriminative facility demonstrated greater flexibility when considering influence tactics than individuals low in discriminative facility.  相似文献   

Research and the early years practitioner-researcher     

Carla Louise Solvason 《Early Years: An International Journal of Research and Development》2013,33(1):90-97

This paper challenges the approach that we traditionally take to research (in the realm of Early Childhood) within our colleges and universities. It asks why we have obediently adopted an outmoded and entirely inappropriate approach to research which disempowers and alienates the practitioners that we are working with. This paper calls for Early Childhood tutors to challenge existing regimes in order to introduce students to research that is both meaningful and purposeful for their practice. It embeds purpose and ethicality at the heart of practitioner research.  相似文献   

The Use of Textbooks as a Tool During Collaborative Physics Learning     

Carla van Boxtel  Jos van der Linden  Gellof Kanselaar 《Journal of Experimental Education》2013,81(1):57-76

The study examined how features of student interaction, and the way an individual student contributes to that interaction (his or her participation), relates to the improvement of conceptual understanding within the domain of physics. The study also investigated how textbooks are used during collaborative work and how that use affects the quality of student interaction and outcomes. The participants were 56 students aged 15 or 16. The students worked in dyads on a concept-mapping task that functioned as an introduction for a new course about electricity. A condition in which the students were provided with 2 textbooks was compared with a condition without the availability of textbooks. The use of textbooks had a negative influence on the amount of elaboration and coconstruction in the student interaction. Individual learning outcomes were positively related to the amount of collaborative elaboration in the student interaction.  相似文献