Teacher expectations concerning students with immigrant backgrounds or special educational needs     

Ineke M. Pit-ten Cate  Sabine Glock 《Educational Research and Evaluation》2018,24(3-5):277-294

ABSTRACT

Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers’ expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers’ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students’ academic achievement. Results showed that teachers’ expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed.  相似文献   

1. Jürgen Baumert/Wilfried Bos/Rainer Watermann: TIMSS/III: Schülerleistungen in Mathematik und den Naturwissenschaften am Ende der Sekundarstufe II im internationalen Vergleich. Zusammenfassung deskriptiver Befunde     

Sabine Hornberg  Peter J. Weber 《Zeitschrift für Erziehungswissenschaft》2000,3(4):629-631

  相似文献   

Gender differences in learning styles: A narrative review and quantitative meta-analysis   总被引：1，自引：0，他引：1  

Sabine E. Severiens  Geert T. M. Ten Dam 《Higher Education》1994,27(4):487-501

This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.In addition to the narrative review, we performed a quantitative meta-analysis on two instruments (Kolb's Learning Style Inventory and Entwistle's Approaches to Studying Inventory) to determine the direction and magnitude of gender differences in various samples. A search for these two instruments resulted in 26 studies for which the necessary statistics were available. On Kolb's instrument, the results showed that men were more likely than women to prefer the abstract conceptualisation mode of learning. On Entwistle's ASI a difference was found on the affective components of approaches to studying.  相似文献   

Schooling in times of acceleration     

Magdalena Buddeberg  Sabine Hornberg 《British Journal of Sociology of Education》2017,38(1):49-59

Abstract

Modern societies are characterised by forms of acceleration, which influence social processes. Sociologist Hartmut Rosa has systematised temporal structures by focusing on three categories of social acceleration: technical acceleration, acceleration of social change, and acceleration of the pace of life. All three processes of acceleration are closely linked to processes of internationalisation and globalisation. Given this background, developments in the context of school education are analysed in this article, paying special attention to the question of which areas of academic learning the categories of social acceleration affect and whether internationalisation and globalisation speed up these processes. The analyses show that effects of globalisation in the fields of management, market, and performance on education are closely linked to social acceleration.  相似文献   

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment     

Detlef Urhahne  Sabine Nick  Anna Christin Poepping  Sarah Jayne Schulz 《Journal of Science Education and Technology》2013,22(6):993-1003

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest–posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation–recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.  相似文献   

Helping counts: predicting children's intentions to disclose being bullied to teachers from prior social support experiences     

Michael J. Boulton  Debborah Murphy  Julie Lloyd  Sabine Besling  Jennifer Coote  Jennifer Lewis  Roxanne Perrin  Linda Walsh 《British Educational Research Journal》2013,39(2):209-221

Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications.  相似文献   

A 30-Minute Physical Education Program Improves Students' Executive Attention     

Sabine Kubesch  Laura Walk  Manfred Spitzer  Thomas Kammer  Alyona Lainburg  Rüdiger Heim  Katrin Hille 《Mind, Brain, and Education》2009,3(4):235-242

Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30-min physical education program in contrast to a 5-min movement break on working memory, cognitive flexibility, and inhibition of attention and behavioral tendencies of eighty-one 13- to 14-year-old students in grade 7 in Germany. Results indicate that the maintenance of on-task attention in the face of distraction was improved by an aerobic endurance exercise-based physical education program but not by a short aerobic movement break. This suggests that the duration of a school sports program is decisive for improving students' executive attention.  相似文献   

Evaluation of a surfing programme designed to increase personal well-being and connectedness to the natural environment among ‘at risk’ young people     

Amanda Hignett  Sabine Pahl  Rebecca Jenkin  Mod Le Froy 《Journal of Adventure Education & Outdoor Learning》2018,18(1):53-69

Outdoor activities can be an important complement to classroom learning, especially for children/young people excluded, or at risk of exclusion, from mainstream schooling. The current research explored the impact of a 12-week surfing programme among such a group in the UK. Pre-post data on physiological health (heart rate (HR)/blood pressure), self-reported well-being (life and domain satisfaction), connectedness (e.g. to nature, school), environmental awareness (e.g. role of sand dunes) and teacher evaluations (e.g. behaviour) were collected. Results found significant drops in HR (suggesting improved fitness), increased satisfaction with appearance, more positive attitudes towards school and friendships, greater environmental awareness and more positive teacher evaluations, post-intervention. A lack of findings in other domains suggests these results were not due to participants simply conforming to demand characteristics. Overall, the results suggest that surfing interventions could have important benefits for vulnerable young people who struggle with mainstream schooling. The need for future research using control groups and longer term follow-up is discussed.  相似文献   

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds     

Rosa G. Rodrigues  Ton Notten  Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240

Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school.

Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process.

Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education.

Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track.

Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.  相似文献   

Gender and learning: Comparing two theories     

Sabine Severiens  Geert Ten Dam 《Higher Education》1998,35(3):329-350

The research domain of gender and learning seems to develop in two different areas. In one area learning is investigated by using general theories on learning and instruction. In the second area, gender plays a central role in the theoretical frameworks. The present article compares two theories from these areas using a general perspective and a gender perspective. By doing this, we intend to combine knowledge resulting from the two distinct areas and possibly take the research domain of gender and learning a step further. The theories in the comparison concern Vermunt's learning conceptions (1996) and Baxter Magolda's ways of knowing and patterns of reasoning (1992). It turns out that a number of relations seems to exist on a conceptual level between these two theories, but the relations could not be confirmed empirically. In the discussion, the results are elaborated upon and possible future research is suggested.  相似文献