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61.
Sara Frödén 《Ethnography and Education》2019,14(2):121-135
This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice. 相似文献
62.
Julia Iaconisi Friederike Hasselblatt Benjamin Mayer Michael Schoen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2019,12(4):386-398
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
63.
The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. 相似文献
64.
Stefan König 《Sportwissenschaft》2016,46(3):179-187
Research on teaching in Physical Education (RT-PE) comprises a great deal of complex phenomena. These can be understood at a more profound level by using mixed methods research approaches (MMR). Hence, the aim of this paper is to analyze potentials and limitations of mixed methods research in RT-PE, also trying to generate an additional value for MMR. 相似文献
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Björn Öckert 《Economics of Education Review》2010,29(4):504-516
This paper exploits discontinuities and randomness in the college admissions in Sweden in 1982, to estimate the economic return to college in the 1990s. At the time, college admissions were highly selective and applicants were ranked with respect to their formal merits. Admissions were given to those ranked higher than some threshold value. At the margin, applicants were sometimes randomly assigned to college. Exploiting this Regression-Discontinuity design, individuals who were admitted in 1982 are estimated to have about 0.20 years longer college education in 1996. However, the earnings effects for applicants at the margin of admission are insignificant. Controlling for the college admission determinants, the OLS-estimates of the return to college is 1.4 percent in 1991–96. The IV-estimates are not significantly different from the OLS counterparts. 相似文献
68.
Psychological factors behind incidental information acquisition 总被引:1,自引:0,他引:1
Jannica Heinstrm 《Library & information science research》2007,28(4):579-594
This paper discusses incidental information acquisition in the light of psychological aspects. A theoretical introduction is followed by an account of three research projects where incidental information acquisition was related to personality traits, approaches to studying, and emotions. The respondents were grades 6–12, master's thesis, and mature library and information science (LIS) students representing an age range of 12–53 years. An energetic personality, high motivation, and positive emotionality were shown to enhance likelihood for incidental acquisition, while low motivation, stress, and insecurity reduced receptivity. 相似文献
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