Environmental Education in High Schools in Kosovo—A teachers' perspective     

Mimoza Hyseni Spahiu  Bardha Korca  Petra Lindemann-Matthies 《International Journal of Science Education》2013,35(16):2750-2771

The integration of education for sustainable development (ESD) into all levels of education is a key priority in Kosovo's environmental action plan. However, at present it is not even known how environmental education (EE) is integrated in the country's educational system. With the help of a written questionnaire and in-depth interviews with 18 teachers, this study investigated the integration of EE in high schools (optional upper secondary education) in Kosovo. The representative sample of biology, geography, chemistry, and civic education teachers (244 persons) focused on various kinds of pollution and hazards of pollutants. Teachers' choice of topics was highly relevant, place-based, and linked to the experiences of students, but excluded sustainability issues such as the loss of biodiversity. EE was approached in three ways. The first approach critically reflected links between the natural, social, and cultural environment, while the second approach was characterized by knowledge submission of environmental facts. The third approach aimed at capacity-building and, in the sense of ESD, understood learning as process-oriented, participatory, and action-oriented. However, this approach was rather uncommon, most likely due to insufficient teacher preparation, large classes (up to 50 students), and little time (just one hour per week for EE). Class size and time also restricted outdoor activities, in particular field work. Nevertheless, in view of the interviewees, ideal EE would mean outdoor education, field work and other place-based, capacity-building practical experiences, and the development of critical thinking skills. This exemplifies that approaches to ESD may find support from dedicated teachers in Kosovo.  相似文献   

The Significance of Education for Establishment in the Care Sector: Women and Men and Care Workers with a Migrant Background     

Stina Johansson  Petra Ahnlund 《Educational gerontology》2013,39(6):442-457

In this article, we have followed women and men with a Swedish or an immigrant background that have completed the Upper Secondary Health Care Program. In which occupations do they work? Who employs them? Which target groups do they serve? Official statistics and survey data were used. The interaction between occupational structure and educational experiments was in focus. Gendered and cultural segregation and concentration within and between occupational groups were analysed in relation to defined target groups and employer. We found that official statistics were not sensitive enough to capture the latent structure, while the survey uncovered signs of concentration and segregation of the care workers to certain occupations or target groups. Traditional career patterns were strengthened. Elderly care attracted women while mental care attracted men. We also found some unexpected paths among immigrant workers who chose more autonomous niches.  相似文献   

Action research in initial teacher education: an explorative study     

Jan Ax  Petra Ponte  Niels Brouwer 《Educational Action Research》2013,21(1):55-72

The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice‐based knowledge.  相似文献   

Action Research as a Further Education Strategy for School Counselling and Guidance     

Petra Ponte 《Educational Action Research》2013,21(3):287-303

A detailed account of a part‐time action research based course in ‘School Counselling and Guidance’ for teachers is provided, including its underlying principles and an examination of the major problems and dilemmas it has posed for both tutors and course members.  相似文献   

Forming a collaborative action research partnership     

Tamara Platteel  Hans Hulshof  Petra Ponte  Jan van Driel  Nico Verloop 《Educational Action Research》2013,21(4):429-451

This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions – map, magnifying glass, mirror and compass – formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise.  相似文献   

Innovation as a vehicle for improving socially vulnerable groups’ access to basic provisions: A research note on the development of a questionnaire module     

Petra Andries  Alain Daou  Laura Verheyden 《Research Policy》2019,48(1):281-288

Reducing inequality and social exclusion is a challenging task that will require a joint effort by all societal stakeholders, including not-for-profit and for-profit organizations. In order to develop and evaluate policy actions in this area, monitoring the contribution of these for-profit and not-for-profit organizations to a more inclusive society becomes crucial. This research note describes the development, cognitive pretesting, and large-scale empirical testing of a module that can be included in (inter)national innovation surveys. The module measures whether not-for-profits’ and for-profits’ innovation activities improve vulnerable groups’ access to basic provisions. It also provides insights in the main drivers for improving beneficiaries’ access to basic provisions through innovation and in the types and numbers of beneficiaries reached. The module was tested in the context of the Community Innovation Survey in Flanders, Belgium.  相似文献   

Linkages between approaches to learning,perceived stress and expected and actual academic outcomes among first-semester psychology students     

Maria Öhrstedt  Petra Lindfors 《Journal of Further & Higher Education》2018,42(1):116-129

Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted.  相似文献   

The effect of technological knowledge assets on performance: The innovative choice in Spanish firms     

Nieves Lidia Díaz-Díaz  Inmaculada Aguiar-Díaz  Petra De Saá-Pérez 《Research Policy》2008,37(9):1515-1529

The aim of this article is to examine the relationship between Technological Knowledge Assets (TKAs) and performance, in the light of making the ‘innovative choice’ that involves short-term costs of acquiring or generating the assets but aims at longer term benefits through innovation. To that end, a study of 1267 industrial firms in Spain was carried out over a period of 5 years, 1998-2002. The results show that TKAs have a positive indirect effect on financial performance mediated through innovation. They also reveal that TKAs have a negative direct effect on performance, except licences. Thus, the combined effect of TKAs on performance urges the need for innovation to obtain a positive payoff.  相似文献   

Teachers’ professional practice conducting mathematical discussions     

João Pedro da Ponte  Marisa Quaresma 《Educational Studies in Mathematics》2016,93(1):51-66

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Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen     

Sarah Gentrup  Camilla Rjosk  Petra Stanat  Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891

Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities.  相似文献