Perspectives and Profiles     

Siegfried Nagel  Petra Wolters 《Sportwissenschaft》2002,32(1):113-116

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Developing a quality curriculum in a technological era     

Twining  Peter  Butler  Deirdre  Fisser  Petra  Leahy  Margaret  Shelton  Chris  Forget-Dubois  Nadine  Lacasse  Michel 《Educational technology research and development : ETR & D》2021,69(4):2285-2308

Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world...  相似文献   

An ESD pathway to quality education in the Cyprus primary education context     

Chrysanthi Kadji-Beltran  Nicoletta Christodoulou  Aravella Zachariou  Petra Lindemann-Matthies  Susan Barker  Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031

This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments.  相似文献   

Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest     

Petra Pinger  Katrin Rakoczy  Michael Besser  Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed.  相似文献   

A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education     

Petra Engelbrecht  Hannu Savolainen 《欧洲特需教育杂志》2018,33(5):660-676

This research sought to develop an understanding of teachers’ attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers’ sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers’ attitudes and self-efficacy within the implementation of inclusive education are multi-faceted, non-linear and connected to their cultural–historical contexts.  相似文献   

An analysis of English teachers’ self-efficacy in relation to SEN and disability and its implications in a changing SEN policy context     

Alison Ekins  Hannu Savolainen  Petra Engelbrecht 《欧洲特需教育杂志》2016,31(2):236-249

Policy and practice in relation to meeting the diverse needs of all children, including those with special educational needs (SEN) and disabilities, is in a state of change in the UK. As a result, there is growing interest in and understanding of the need to focus on factors which impact on teachers’ levels of self-efficacy in meeting the needs of learners with SEN, and the implications of this for further development and training. The research reported in this paper gathered data from teachers at a unique time in the transition of policy and practice in England. Through a quantitative analysis of a questionnaire completed by 213 teachers from a variety of teaching settings, data relating to the self-efficacy and confidence levels of teachers immediately prior to the statutory changes in SEN policy has been captured. The findings identify that the Key Stage that the teacher works in is directly related to self-efficacy, that self-efficacy in collaboration is generally lower than self-efficacy in instruction and behaviour management, and that knowledge of laws and policies pertaining to SEN and Disability and experience in teaching children with disabilities had a strong positive relationship on overall self-efficacy. Implications for the ongoing development of practice within the profession, including the development of appropriate initial and continuing professional development models to support teachers throughout their career, and avenues for further research are presented.  相似文献   

Gender-specific effects of artificially induced gender beliefs in mental rotation     

Martin Heil  Petra Jansen  Claudia Quaiser-Pohl  Sarah Neuburger 《Learning and individual differences》2012,22(3):350-353

Men outperform women in the Mental Rotation Test (MRT) by about one standard deviation. The present study replicated a gender belief account [Moè, A., & Pazzaglia, F. (2006). Following the instructions! Effects of gender beliefs in mental rotation. Learning and Individual Differences, 16, 369–377.] for (part of) this effect. A sample of 300 adults, whose gender beliefs about mental rotation were manipulated experimentally (instructions given: men are better, women are better, or no gender differences exist) had to complete the MRT. Artificially induced gender beliefs affected performance and guessing behavior differently in relation to gender. Women's performance followed the gender belief induction but their guessing behavior remained unaffected. Men's performance, however, remained unaffected but their guessing behavior followed the gender belief induction. These findings suggest that gender beliefs affect men and women differently, and they also suggest that a gender belief account cannot (fully) explain gender differences in mental rotation performance.  相似文献   

Inter-Relating Theory and Practice in Mathematics Teacher Education     

Petra Scherer  Heinz Steinbring 《Journal of Mathematics Teacher Education》2006,9(2):103-108

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The Need for E-Learning Strategies: Higher Education Institutions and Their Responses to a Changing Environment     

Boezerooij  Petra  van der Wende  Marijk  Huisman  Jeroen 《Tertiary Education and Management》2007,13(4):313-330

Tertiary Education and Management - Integrating e-Learning in their educational delivery and support processes is one way of strategy formation higher education institutions can deploy to respond...  相似文献   

Academic career: on institutions,social capital and gender     

Petra Angervall  Eva Silfver 《高等教育研究与发展》2018,37(6):1095-1108

During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.  相似文献