Complex Values in Different Cultures： Some Research Results of Psycholinguistic Experiments With Russian and Swedish Students     

Vladimir Shabes  Ekaterina Troshchenkova  Tamara Potapova  Lena Ivarsson  Ulla Damber  Goran Bostedt 《美中教育评论》2012,(1):70-83

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A capable child is not a gift of nature     

Lena Nikitin  Boris Nikitin 《Prospects》1976,6(3):470-479

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The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach          下载免费PDF全文

Isabelle Häfner  Barbara Flunger  Anna‐Lena Dicke  Hanna Gaspard  Brigitte M. Brisson  Benjamin Nagengast  Ulrich Trautwein 《Child development》2018,89(4):1405-1422

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.  相似文献   

民国时期北平郊区农村教育情况探析     

郝乐娜 《承德职业学院学报》2009,14(1)

民国时期,学校教育逐渐取代私塾,在农村中越来越占据重要地位.本文主要通过陈达、万树庸、蒋旨昂,李景汉等人在二三十年代对北平郊区的调查情况,以对北平郊区农村中小学学生人数、学校经费等情况作一简要介绍.  相似文献   

The shared principalship: invitation at the top     

Marianne Döös  Lena Wilhelmson  Jenny Madestam  Åsa Örnberg 《International Journal of Leadership in Education》2018,21(3):344-362

A school principal’s workload is recognised as being heavy, with an imbalance between demands and resources. This paper contributes to the development of collective leadership. The principalship constellations of six schools in Sweden were studied with the aim of strengthening the current knowledge about structures and experiences of shared principalship. The empirical basis is qualitative data from interviews with principals and vice-principals. The analytical focus was on how the sharing structures were organised and how the shared principalship was experienced. The results point to a considerable variation in the organisational structures of shared principalship. Despite the type of model, form and constellation, the principals and vice-principals voiced a striking sense of relief in not feeling alone in their duties, as problems and troubles became manageable. An intensified interaction level in the principalship constellation created opportunities to develop competence. Theoretically, this study broadens the invited leadership concept to include horizontal invitations across unit boundaries between principals in different units within the same school. The knowledge contribution of this study is useful in discussing the legal possibilities for shared principalship, which may be especially relevant in times when the Swedish school system is being criticised for not delivering good student outcomes.  相似文献   

Teaching Theories of Victimology     

Heather Zaykowski  Lena Campagna 《Journal of Criminal Justice Education》2014,25(4):452-467

While there has been significant growth in victimology theories since its roots in the mid twentieth century, these developments have not been adequately transferred to victimology textbooks. This paper evaluates the representation of theories in victimology textbooks using a content analysis approach. It specifically examines the amount of space dedicated to theory, what specific theories are discussed, and the way theories are integrated into the text. Although these texts provide a solid foundation in the historical development of victimology, measuring victimization, and to a lesser extent, the criminal justice response and remedies for victims, students are often not given a framework for which to understand and explain patterns and risk factors of victimization. In light of the paucity of attention to theories of victimology, suggestions for teaching theories of victimology in ways that supplement existing texts and implications for future textbooks are discussed.  相似文献   

‘Why do they make us feel like we’re nothing? They are supposed to be teaching us to be something,to even surpass them!’: Student (dis)engagement and public schooling in conflict-affected Lebanon     

Lena Bahou 《Cambridge Journal of Education》2017,47(4):493-512

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Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666

This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.  相似文献   

Beliefs,Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?     

von Kotzebue  Lena 《Journal of Science Education and Technology》2022,31(5):570-582

Journal of Science Education and Technology - Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee...  相似文献   

Declining interest in science in lower secondary school classes: Quasi-experimental and longitudinal evidence on the role of teaching and teaching quality     

Lena Steidtmann  Thilo Kleickmann  Mirjam Steffensky 《科学教学研究杂志》2023,60(1):164-195

Although promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long-term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in class and the role of perceived teaching quality for classes' interest trajectories. The results provide evidence of declining interest in physics from Grade 5 to 7, with stronger declines from Grade 5 to 6. Whether classes participated in physics teaching or not neither notably reduced nor increased interest in physics. However, several dimensions of perceived teaching quality (in particular, cognitive activation and cognitive support) mitigated the decline in interest.  相似文献