Empowering Staff in Dementia Long-Term Care: Towards a More Supportive Approach to Interventions     

Daniela Figueiredo  Ana Barbosa  Joana Cruz  Alda Marques  Liliana Sousa 《Educational gerontology》2013,39(6):413-427

This pilot-study aimed to assess a psychoeducational program for staff in care homes. The program was designed to increase knowledge regarding dementia care, promote skills to integrate motor and multisensory stimulation in daily care, and develop coping strategies to manage emotional work-related demands. Six staff members received eight psychoeducational sessions held fortnightly and individualized assistance during the provision of morning care to six residents with dementia. An audio-recorded focus group interview with staff and video recordings of residents' behavior during morning care were made and used to assess the program. Staff reported several benefits: acquisition of new knowledge; demystification of preexisting beliefs related to dementia; group cohesion; self-worth feelings; and positive coping. A trend towards improvements at residents' levels of interaction was found. The findings suggest the need of interventions to go beyond the objectives exclusively centered on staff education and the promotion of residents' well-being. This should be achieved by also allowing workers to feel supported and empowered.  相似文献   

Climate change education: quantitatively assessing the impact of a botanical garden as an informal learning environment     

Daniela Sellmann  Franz X. Bogner 《Environmental Education Research》2013,19(4):415-429

Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing the test scores revealed a significant short-term knowledge gain as well as a long-term knowledge gain. Consequently, our results show the potentials of botanical gardens as effective learning environments, and for complementing formal school-based learning settings regarding climate change education.  相似文献   

Drawing digital pictures: An investigation of primary pupils’ representations of ICT and schools     

Neil Selwyn  Daniela Boraschi  Suay Melisa Özkula 《British Educational Research Journal》2009,35(6):909-928

The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use.  相似文献   

Le lancement des projectiles     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1979,10(2):147-159

Sans résumé  相似文献   

Understanding student learning in context: relationships between university students’ social identity,approaches to learning,and academic performance     

Ana-Maria Bliuc  Robert A. Ellis  Peter Goodyear  Daniela Muntele Hendres 《European Journal of Psychology of Education - EJPE》2011,26(3):417-433

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated with student social identity or perceptions of the learning community, but it is negatively related to academic performance. Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their learning.  相似文献   

The effect of student aid on the duration of study   总被引：1，自引：0，他引：1  

Daniela Glocker 《Economics of Education Review》2011,30(1):177-190

In this paper I evaluate the effect of student aid on the success of academic studies. I focus on two dimensions, the duration of study and the probability of actually graduating with a degree. To determine the impact of financial student aid, I estimate a discrete-time duration model allowing for competing risks to account for different exit states (graduation and dropout) using individual level panel data from the German Socio-Economic Panel (SOEP) for the years 1984-2007. My findings suggest that the duration of study is responsive to the type of financial support a student receives. There are three main results. First, student aid recipients finish faster than comparable students who are supported by the same amount of parental/private transfers only. Second, although higher financial aid does on average not affect the duration of study, this effect is (third) dominated by the increased probability of actually finishing university successfully.  相似文献   

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory          下载免费PDF全文

Susanne Koerber  Daniela Mayer  Christopher Osterhaus  Knut Schwippert  Beate Sodian 《Child development》2015,86(1):327-336

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.  相似文献   

Perfect presence: What does this mean for the design of virtual learning environments?     

Denise Whitelock  Daniela Romano  Anne Jelfs  Paul Brna 《Education and Information Technologies》2000,5(4):277-289

One of the advantages of building a virtual reality system is that it allows students to enter new worlds which in these instances include trips to the bottom of the Atlantic Ocean, a field visit to an Oak Wood and a close encounter in a 3D maze. In all these environments the factors affecting a sense of being there or presence was investigated. Enhanced audio feedback increased a subjective sense of presence but did not increase students' conceptual learning scores. We have also found that a sense of social presence enhanced the notion of being there together with measures of collaboration. However being there can take its toll on students and our findings suggest it imposes a cognitive overload. Where students have a choice, they try and reduce this overload by asking for conceptual tools to assist them in their learning tasks. The studies reported in this paper provide some benchmark data about these issues which deserve further investigation if we are to design effective virtual environments for conceptual learning.  相似文献   

Girls and computer science: experiences,perceptions, and career aspirations     

Jung Won Hur  Carey E. Andrzejewski  Daniela Marghitu 《Computer Science Education》2017,27(2):100-120

The purpose of this mixed methods study was to examine ways to promote computer science (CS) among girls by exploring young women’s experiences and perceptions of CS as well as investigating factors affecting their career aspirations. American girls aged 10–16 participated in focus group interviews as well as pre-, post-, and follow-up surveys while attending a CS camp. The analysis of data revealed that although the participants were generally positive about the CS field, they had very limited knowledge of and experience with CS, leading to little aspiration to become computer scientists. The findings also indicated that girls’ affinity for and confidence in CS were critical factors affecting their motivation for pursuing a CS-related career. The study demonstrated that participation in the CS camp motivated a small number of participants to be interested in majoring in CS, but the activity time was too short to make a significant impact. Based on the findings, we suggest that providing CS programming experiences in K-12 classrooms is important in order to boost girls’ confidence and interest in CS.  相似文献   

Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms   总被引：1，自引：0，他引：1  

Sebre S  Sprugevica I  Novotni A  Bonevski D  Pakalniskiene V  Popescu D  Turchina T  Friedrich W  Lewis O 《Child abuse & neglect》2004,28(1):113-127

OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area.  相似文献