Schools today: shortage of teachers or shortage of meaning?     

Braslavsky  Cecilia 《Prospects》2003,33(2):129-131

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The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness     

D. Olsson  N. Gericke  S.-N. Chang Rundgren 《Environmental Education Research》2016,22(2):176-202

During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to represent the holistic view of sustainability. Within the concept of sustainability consciousness, we combine and investigate the environmental, economic, and social dimensions of sustainable development in terms of sustainability knowingness, attitudes, and behavior. A Likert-scale questionnaire with 50 items was developed to evaluate pupils’ sustainability consciousness through a nationwide study in Sweden. A total of 1773 pupils from the 6th and 9th grades participated. The results indicated that the ESD profile schools had a small positive effect on the pupils’ sustainability consciousness, while in grade 9 the effect was negative. The implications for further ESD implementation are discussed.  相似文献   

The Application of Moral Judgments to Other Cultures: Relativism and Universality     

Cecilia Wainryb 《Child development》1993,64(3):924-933

This study examined how moral judgments are applied to events in other cultures. It was hypothesized that subjects make both universal and relativistic judgments, contingent on the types of beliefs held in the culture to which the moral judgments were applied. It was furthermore expected that subjects would be both relativists and universalists at all ages. 72 subjects (aged 11–9, 15–10, and 21–3 years) were asked to apply moral judgments which they had made about a familiar context to 2 types of cultures, 1 where different informational beliefs were held and 1 where different moral beliefs were held. The results confirmed the hypotheses. Most subjects, at all ages, contextualized their moral judgments when they applied them to cultures with different informational beliefs but made nonrelativistic judgments with respect to cultures with opposing moral beliefs. Furthermore, subjects justified their relativistic judgments on informational grounds and their nonrelativistic judgments on moral grounds. These findings demonstrated that nonrelativistic and relativistic thinking coexist throughout a wide age range and underscored the need to distinguish between moral and nonmoral relativism when studying developmental patterns in the moral domain.  相似文献   

Discplacing identity – placing aesthetics: early childhood literacy in a globalized world     

Liselott Mariett Olsson  Gunilla Dahlberg  Ebba Theorell 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):717-738

ABSTRACT

‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010 Rajchman, J. (2010). Perceptions of the city. In Helena Mattsson & Sven-Olov Wallenstein (Eds.), Deleuze och mångfaldens veck [Deleuze and the fold of multiplicity] (pp. 21–40). Stockholm: Axl Books. [Google Scholar], p. 39)

These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004 Deleuze, G. (2004). Desert islands and other texts 1953–1974. Edited by d. Lapoujade. Los Angeles, CA: Semiotext(e). [Google Scholar], p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place.  相似文献   

Perfectionism in Academically Gifted Students: A Systematic Review     

Grugan  Michael C.  Hill  Andrew P.  Madigan  Daniel J.  Donachie  Tracy C.  Olsson  Luke F.  Etherson  Marianne E. 《Educational Psychology Review》2021,33(4):1631-1673

Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically...  相似文献   

Father Absence in Pregnancy or During Childhood and Pubertal Development in Girls and Boys: A Population-Based Cohort Study     

Anne Gaml-Sørensen  Nis Brix  Andreas Ernst  Lea Lykke Harrits Lunddorf  Cecilia Høst Ramlau-Hansen 《Child development》2021,92(4):1494-1508

This cohort study, including 15,810 children born 2000–2003 in Denmark, aimed to investigate the association between father absence in pregnancy or during childhood and pubertal development in girls and boys. The children were followed from 11 years of age and throughout pubertal development. Mean age differences according to exposure groups were estimated for each pubertal marker separately and for a combined pubertal marker. The results suggested that father absence in pregnancy and during childhood was associated with earlier pubertal development in girls, and father absence from late childhood was associated with earlier pubertal development in boys. The paternal investment theory, the psychosocial acceleration theory and the energetics theory were explored, and did not seem to explain the observed associations.  相似文献   

Linking a conceptual framework on systems thinking with experiential knowledge     

Diana Garavito-Bermúdez  Cecilia Lundholm  Beatrice Crona 《Environmental Education Research》2016,22(1):89-110

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Attitudes and aspirations regarding engineering among Chinese secondary school students: comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong     

Peter Kutnick  Zhiyong Zhu  Cecilia Chan  Rosanna Yuen-Yan Chan  Betty Pok-Yee Lee  Veronica Ka Wai Lai 《Compare》2018,48(4):608-629

School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong.  相似文献   

Effect of Cognitive Style on Topographical Learning Across Life Span: Insights From Normal Development     

Maddalena Boccia  Francesca Vecchione  Antonella Di Vita  Simonetta D'Amico  Cecilia Guariglia  Laura Piccardi 《Child development》2019,90(2):462-470

Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL.  相似文献   

Assessment of early handwriting skill in kindergarten children using a Chinese name writing test     

Tse  Linda Fung Ling  Siu  Andrew Man Hong  Li-Tsang  Cecilia Wai Ping 《Reading and writing》2019,32(2):265-284

Reading and Writing - This study developed and validated a Chinese name writing scale (CNWS) for evaluating early handwriting skills of kindergarten children. We then used the validated CNWS to...  相似文献