Friendship stability among students with and without special educational needs     

Susanne Schwab 《Educational studies》2019,45(3):390-401

Previous research has shown that students with special educational needs (SEN) have fewer friendships than their peers without SEN. In this longitudinal study, 545 students from primary and secondary schools, including 106 students with SEN, were surveyed at the beginning and the end of the school year. The results show that students with SEN generally have fewer reciprocal friendships and, proportionally, more often nominate students with SEN than students without SEN. The stability of friendships is lower for students with SEN than for students without SEN. Additionally, for students with SEN, same-SEN-status friendships were as stable as cross-SEN-status friendships, whereas for students without SEN friendships with peers without SEN were more stable than those with peers with SEN.  相似文献   

Extending the Scaffolding Metaphor     

Susanne P. Lajoie 《Instructional Science》2005,33(5-6):541-557

A brief overview overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments). The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others.  相似文献   

The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory     

Carla Bohndick  Tom Rosman  Susanne Kohlmeyer  Heike M. Buhl 《Higher Education》2018,75(5):839-854

In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.  相似文献   

Developmental associations between risk-taking and anxiety symptoms across ages 8–12 years     

Jacintha M. Tieskens  J. Marieke Buil  Susanne Koot  Pol A. C. van Lier 《Child development》2021,92(6):2563-2576

This study explored the transactional association between anxiety symptoms and risk-avoidance in Dutch elementary schoolchildren (N = 1200; 50% girls) across ages 8–12. Anxiety symptoms were obtained using self-, peer-, and teacher-reports. Risk-avoidance was measured using the Balloon Analogue Risk Task—Youth Version. Random-intercept cross-lagged panel models showed that, across informants, increases in anxiety symptoms predicted decreases in risk-taking. Apart from minor exceptions, this effect was similar across sexes. For peer-reports, the reverse path from decreases in risk-taking to increased anxiety was also found. Overall, this study gives insight into the developmental link between symptoms of anxiety and risk-avoidance which is important for early signaling and prevention as well as for our understanding of the consequences of childhood anxiety symptoms.  相似文献   

Why flipping the classroom is not enough: Digital curriculum making after the pandemic     

Backes  Susanne  Baumann  Isabell  Harion  Dominic  Sattler  Sabrina  Lenz  Thomas 《Prospects》2021,51(1-3):347-361

PROSPECTS - To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These...  相似文献   

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions     

Lisa Hoffmann  Vesa Närhi  Hannu Savolainen  Susanne Schwab 《Journal of Research in Special Educational Needs》2021,21(4):312-322

Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

Effects of keyword tasks and biasing titles on metacognitive monitoring and recall     

Lippmann  Marie  Danielson  Robert W.  Schwartz  Neil H.  Körndle  Hermann  Narciss  Susanne 《Metacognition and Learning》2021,16(1):233-253

Metacognition and Learning - This investigation examines the effects of keyword tasks (Immediate vs. Delayed) on metacognitive monitoring, study regulation, and recall in multi-step learning tasks,...  相似文献   

Emotion regulation tendencies,achievement emotions,and physiological arousal in a medical diagnostic reasoning simulation     

Harley  Jason M.  Jarrell  Amanda  Lajoie  Susanne P. 《Instructional Science》2019,47(2):151-180

Instructional Science - Despite the importance of emotion regulation in education there is a paucity of research examining it in authentic educational contexts. Moreover, emotion measurement...  相似文献   

Inclusive Elite Education in Sweden: Insights from Implementing Excellence Programs into an Egalitarian School Culture     

Susanne Dodillet 《Scandinavian Journal of Educational Research》2019,63(2):258-271

A global demand for excellence programs and elite education for pupils identified as specially gifted has emerged in recent decades. This article provides preliminary insights into the ongoing efforts to integrate special tracks for “the best” with the egalitarian ideal of A School for All, which remains highly influential in the Swedish educational system. Focusing on a government resolution to introduce excellence programs at Swedish upper secondary schools, the official aim of promoting highly gifted students is compared to the policy’s actual implementation. This comparison reveals that Swedish excellence programs are riven with contradictions, satisfying neither the elitist ambitions embedded in their official guidelines nor the egalitarian convictions of educational practitioners.  相似文献   

Teachers' and Pupils' Experiences of Integrated Education in Uganda     

Susanne Arbeiter  Sally Hartley 《International Journal of Disability, Development & Education》2002,49(1):61-78

Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the findings confirmed the information drawn from the review of literature. In addition to the high teacher-pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these difficult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.  相似文献