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21.
Social support and stress have previously been found to be predictors of health among students. In this study, we investigated whether methods of teaching and class participation were related to social support and stress via questionnaire responses from 947 Norwegian adolescents aged 13-15. Linear associations between the variables were assessed in univariate and multivariate analyses of covariance. Highly significant overall effects were found with the amounts of group work, class discussions, and verbal activity. Borderline significant effect was also seen in relation to the amount of independent work. An increasing amount of group work increased the perception of social support from teachers and peers, but showed no significant association with stress. Increasing amounts of class discussions were significantly related to increasing perception of social support, in particular among boys. Class discussions also seemed to reduce the experience of stress, although somewhat inconsistently. Increasing amounts of independent work increased stress, but also increased the perception of social support from peers among boys. No significant associations with traditional teacher instruction were found. Verbal activity was strongly related both to increasing perception of social support and decreasing experiences of stress. In view of the present results, participatory learning activities may promote health by preventing stress experience and promoting social relationships. 相似文献
22.
Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking children (N = 31) prior and during formal reading and spelling instruction. In addition, the relationship between sensitivity to orthographic regularities and reading and spelling performance was explored. Two aspects of children’s sensitivity to orthographic regularities (sensitivity to frequent double consonants and sensitivity to legal positions of double consonants) were measured with a nonword forced choice task. The results show that sensitivity to orthographic regularities improved significantly from kindergarten to first grade. Moreover, children’s sensitivity to orthographic regularities at the end of first grade accounted for a significant amount of unique variance in their reading and spelling performance. These results suggest that orthographic sensitivity on a sublexical level is important for the development of reading and spelling skills. 相似文献
23.
Gerd Christensen 《International journal of qualitative studies in education》2016,29(6):763-776
The aim of this paper was to demonstrate how genealogy can be used as a method for critical education research. As Foucault emphasized, genealogy is a method for identifying the way in which the individuals are subjectified through discourse. The genealogical analysis in the article defines two mayor tendencies in contemporary Danish pedagogy: individualization and structuralizing. The analyses also show an example of how the two tendencies are intermingled in the Danish law of learning plans in day care institutions. 相似文献
24.
Elena Ise Carolin Judith Arnoldi Gerd Schulte‐Körne 《Journal of Research in Reading》2014,37(3):233-249
There is growing evidence that children develop orthographic knowledge from the very beginning of literacy acquisition. This study investigated the development of German‐speaking children's orthographic knowledge with a nonword choice task. One nonword in each pair contained a frequent consonant doublet (zommul) and the other nonword contained an infrequent doublet (zobbul). Children (N = 54) performed at chance level in kindergarten but chose nonwords with frequent doublets significantly more often than expected by chance in first and second grade. Correlations between children's orthographic knowledge and their reading and spelling skills were not found. The results indicate that knowledge of frequent double consonants is evident in German‐speaking children from first grade onwards, but it is not related to their reading and spelling performance. This finding is consistent with the view that children in transparent orthographies rely less on frequent letter patterns during reading and spelling compared to children in deep orthographies. 相似文献
25.
Many education systems face a challenge in recruiting graduates as teachers. This is also the situation in Norway and the newest estimates tell us that we will lack 9000 teachers in 2020. The situation is made even worse by the high number of dropouts and low performance rates in teacher education. There are many factors which have an impact on study performance and progress. Some factors are at student level, some at institutional or programme level and others at structural level. In the present article, we will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. We focus on student-level factors and how the university college organises its campus programmes. The findings are based on a quantitative study among 401 student teachers. 相似文献
26.
Gerd D. Wallenstein Oswald H. Ganley Gladys D. canley 《Communication Booknotes Quarterly》2013,44(5):121-124
Gerd D. Wallenstein, International Telecommunication Agreements (Dobbs Ferry, N.Y.: Oceana Publications, 1977—$175.00 for a two volume set) Oswald H. Ganley and Gladys D. canley, International Implications of United States Communications and Information Resources (price is $990 with a discount for noncommercial institutions, paper) 相似文献
27.
Andrea Principi Joop Schippers Gerd Naegele Mirko Di Rosa Giovanni Lamura 《Educational gerontology》2013,39(2):144-158
ABSTRACTThe purpose of this study was to investigate the impact of older volunteers’ available human, social, and cultural capital on their motivational forces to volunteer, measured through the Volunteer Function Inventory. A large European database of 955 older volunteers (i.e., aged 50+) was employed, and Seemingly Unrelated Regressions showed that older volunteers have different motivations according to different sets of individual resources. Furthermore, lower amounts of human and social capital (e.g., low educational level, poor health, being widowed, divorced or single) are associated with a higher propensity to volunteer to enhance one’s own self-esteem, to avoid thinking of personal problems, and for social reasons. These results have important implications for policy makers and voluntary organizations if they want to enhance volunteering among older people with less resources, i.e., that are more at risk of social exclusion. For example, according to the results of this study, policy makers could consider developing more tailored opportunities for involving older volunteers with low educational level, poor health, widowed, divorced, or single. They could do this by underlying that volunteering offers possibilities to satisfy motivational needs important to the, elderly, e.g., to increase self-esteem, to deal with personal problems in a better way, and to have satisfying social contacts. 相似文献
28.
R. Breitenstein‐Röder, ‘Die Stellung des Sports in Indien: Eine Entwick‐lungskizze, eine Bestandsaufnahme und Erklärungsversuche’ (The Role and Function of Sports in India), Diploma thesis, German University of Sports Sciences, Cologne 1986, pp. 197. B. Neumüller, ‘Die Geschichte der Much Wenlock Games’ (The History of the Much Wenlock Games), diploma thesis, German University of Sports Sciences, Cologne, 1985, pp.451. 相似文献
29.
Minimal Assumption Derivation of a Bell-type Inequality 总被引：3，自引：0，他引：3
30.
Gerd Kortemeyer 《Journal of Science Education and Technology》2016,25(4):561-574
Classroom response systems (often referred to as “clickers”) have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply “click” random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations. 相似文献