Tradition versus Technology: Careers Fairs in the 21st Century     

Brennan  Christiane  Daly  Margaret  Fitzpatrick  Eileen  Sweeney  Edward 《International Journal for Educational and Vocational Guidance》2004,4(1):23-41

The traditional methods ofgraduate recruitment do not adequately meet theneeds of the changing profile of students andgraduates. As industry becomesinternationalised, the needs of employers arealso changing. Graduate recruitment is inresponse to short term needs and varying levelsof experience are required. A case study methodwas used in Dublin Institute of Technology toevaluate the effectiveness of a virtual careersfair in providing greater access to jobopportunities for students and graduates.Access by employers to potential employees wasalso measured. Findings showed that whileaccess improved, other issues requiringattention emerged.  相似文献   

How to support and engage students in alternative forms of education and training? A qualitative study of school staff members in Flanders     

Lore Van Praag  Rut Van Caudenberg  Ward Nouwen  Noel Clycq  Christiane Timmerman 《Journal of Education & Work》2017,30(6):599-611

This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education.  相似文献   

The Cultural Argument for Understanding Nature of Science     

Christiane S. Reiners  Markus Bliersbach  Karl Marniok 《Science & Education》2017,26(5):583-610

Understanding Nature of Science (NOS) is a central component of scientific literacy, which is agreed upon internationally, and consequently has been a major educational goal for many years all over the globe. In order to justify the promotion of an adequate understanding of NOS, educators have developed several arguments, among them the cultural argument. But what is behind this argument? In order to answer this question, C. P. Snow’s vision of two cultures was used as a starting point. In his famous Rede Lecture from 1959, he complained about a wide gap between the arts and humanities on the one hand and sciences on the other hand. While the representatives of the humanities refer to themselves as real intellectuals, the scientists felt rather ignored as a culture, despite the fact that their achievements had been so important for Western society. Thus, Snow argued that as these intellectual cultures were completely different from each other, a mutual understanding was impossible. The first European Regional IHPST Conference took up the cultural view on science again. Thus, the topic of the conference “Science as Culture in the European Context” encouraged us to look at the two cultures and to figure out possibilities to bridge the gap between them in chemistry teacher education. For this reason, we put together three studies—one theoretical and two independent research projects (one dealing with creativity in science, the other with scientific laws and theories) which contribute to our main research field (promoting an understanding of NOS)—in order to address the cultural argument for understanding science from an educational point of view. Among the consented tenets of what understanding NOS implies in an educational context, there are aspects which are associated mainly with the humanities, like the tentativeness of knowledge, creativity, and social tradition, whereas others seem to have a domain-specific meaning, like empirical evidence, theories and laws, and the role of technology. Thus, the cultural argument for understanding science invites us not only to consider domain-specific concepts but also to reflect on similarities between science and the humanities by way of examples.  相似文献   

Involving Roma parents: analysing the good practice of a primary school in Ghent     

Joris Wauters  Christof Van Mol  Noel Clycq  Joris Michielsen  Christiane Timmerman 《British Journal of Sociology of Education》2017,38(3):287-306

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom.  相似文献   

Civil Society and the Shaping of Communication–Information Policy: Four Decades of Advocacy     

Milton Mueller  Christiane Pagé  Brenden Kuerbis 《The Information Society》2013,29(3):169-185

This article initiates exploratory empirical research on how civil society collective action has reacted to and affected communication–information policy (CIP), a policy domain that has been reshaped by technological and industrial change. It reviews the relevant theory on social movements, citizens groups, and interest groups from political science. Data are gathered on two dimensions of the research question: (1) We quantify the number of public interest advocacy groups focused on CIP in the United States from 1961 to the present, using organizational ecology methods. (2) We track the number of U.S. Congressional hearings held each year on CIP issues. The results show that CIP now exceeds other social movement issues (women, civil rights, the environment, human rights) as a major concern of Congressional activity, that the issues are becoming more interdependent, and that modes of citizens advocacy have undergone drastic changes in recent years.  相似文献   

Valide Erfassung der Kompetenzen von Studierenden in der Hochschulbildung     

Christiane Kuhn  Olga Zlatkin-Troitschanskaia  Hans Anand Pant  Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2016,19(2):275-298

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Unterricht mit digitalen Medien — zwischen Innovation und Tradition?     

Prof. Dr. Sigrid Blömeke  Dipl.Psych. Christiane Müller  Dipl.Psych. Dana Eichler 《Zeitschrift für Erziehungswissenschaft》2006,9(4):632-650

Konzepte zum Einsatz von digitalen Medien verdeutlichen deren Potenziale hinsichtlich einer Unterstützung des problemorientierten, selbstbestimmten und kooperativen Lehrens und Lernens. Offen ist aber, ob Lehrerinnen und Lehrer dieses Potenzial auch wirklich nutzen. M?glicherweise werden die neuen Medien lediglich in überlieferte Handlungsmuster integriert. Ziel des Forschungsprojekts, über das hier berichtet wird, ist es, einen Beitrag zur Entwicklung einer Theorie zum Lehrerhandeln im Medienzusammenhang zu leisten. Dabei wurden (1) Handlungsmuster von Lehrpersonen beim Einsatz neuer Medien im Unterricht identifiziert und (2) Hypothesen über m?gliche Zusammenh?nge von Handlungsmuster, Medien-Expertisegrad und Fachzugeh?rigkeit generiert. — Es wurden Videoaufnahmen von 20 Unterrichtsstunden mithilfe eines niedrig-inferenten Kategoriensystems analysiert und hinsichtlich zugrundeliegender Grundmuster clusteranalytisch ausgewertet. Die Ergebnisse zeigen, dass auf einer zugrunde gelegten Skala mit den Polen „instruktional“ und „konstruktivistisch“ unterschiedliche Muster von Lehrerhandeln beim Einsatz digitaler Medien im Unterricht identifiziert werden k?nnen, die sich als traditionell-lehrerzentriert bzw. als innovativ-schülerorientiert beschreiben lassen.  相似文献   

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals     

Bardach  Lisa  Lüftenegger  Marko  Oczlon  Sophie  Spiel  Christiane  Schober  Barbara 《European Journal of Psychology of Education - EJPE》2020,35(2):477-493

This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master’s degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between context-related problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.

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Effects of short-term video-based interventions and instructions on teachers’ feedback skills to support students’ self-regulated learning     

Baadte  Christiane 《European Journal of Psychology of Education - EJPE》2019,34(3):559-578

European Journal of Psychology of Education - It was investigated whether teachers’ feedback skills to support students’ self-regulated learning (SRL) can be improved by short-term...  相似文献   

Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany     

Yvonne Anders  Christiane Grosse  Hans-Günther Rossbach  Susanne Ebert  Sabine Weinert 《School Effectiveness & School Improvement》2013,24(2):195-211

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany.  相似文献