Relations Between Teachers' Professional and Religious Orientations and Their Behavior During Morally Critical Incidents     

Klaas van Veen  Mariëlle Theunissen  Peter Sleegers  Theo Bergen  Cees Klaassen  Chris Hermans 《Educational Research and Evaluation》2013,19(1):51-74

The focus of this study is on how teachers' professional and religious orientations relate to their reaction intentions when confronted with morally critical incidents. The context of the study is the increasing importance of the moral task of teachers which is complex in current secularized and individualized Western society. The main assumption is that both professional and religious orientations constitute a possible source for understanding differences in teachers' behavior during such incidents. The results suggest that both orientations indeed play a role. This result is notable with regard to the religious orientations because of the absence of this variable in current research.  相似文献   

Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning     

Mari Elken 《International Journal of Lifelong Education》2013,32(6):710-726

The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory: historical contingency perspective, rational perspective, normative perspective and a process of chance. The EQF is examined as a case, using documents and expert interviews as empirical sources. The article highlights the complex interplay between various historical processes that enabled the introduction of the EQF and how problems and solutions can drive the process forward in a dialectic manner. Furthermore, while the impact of the EQF on national level remains to be seen at this point, the analysis uncovers increased space for introducing new instruments on EU level.  相似文献   

Assessment for learning: Why assessment does not always support student teachers’ learning     

Kristi Mumm  Mari Karm  Marvi Remmik 《Journal of Further & Higher Education》2016,40(6):780-803

Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students’ learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the interrelation of different aspects of AfL. The current study argues that AfL combines authentic assessment tasks given to students, feedback from teacher educators, peer assessment and self-assessment. The aim of the current study is to understand student teachers’ experiences of AfL practices in higher education, focusing on the reasons why student teachers do not always find the practices supportive. The study conducted semi-structured interviews with 20 student teachers and analysed them using an inductive content analysis method. The findings indicate that student teachers have had some experiences with individual aspects of AfL. A critical finding is that, when teacher educators continually dominate in the assessment process, summative assessment remains the principal way of assessing student teachers, thus hindering the supportive role of other AfL practices. The current study also finds that learning in higher education is still quite grade-centred, which affects student teachers’ learning.  相似文献   

The interplay between teachers’ approaches to teaching,students’ approaches to learning and learning outcomes: a qualitative multi-case study     

Kaire?UibolehtEmail authorView author&#;s OrcID profile  Mari?Karm  Liisa?Postareff 《Learning Environments Research》2018,21(3):321-347

The interaction between approaches to teaching and students’ learning has been the focus of research for more than 20 years. Previous studies concerning approaches to teaching in higher education have identified two broad categories: content- and learning-focused approaches. Some studies indicate that teachers do not always adopt a consonant teaching- or learning-focused approach, but might employ elements of both, which results in a dissonant approach. Research on how dissonant approaches to teaching and students’ quality of learning are related is scant. This study explored relationships between how teachers’ approaches to teaching and undergraduate students’ self-reported approaches to learning and learning outcomes. The data for this study consisted of 33 semi-structured interviews with students from three courses. Interviews were analysed with qualitative content analysis. The results demonstrated that, when the teacher used a consonant learning-focused approach to teaching, students’ learning outcomes and approaches to learning were of a slightly higher quality than when the teacher employed a dissonant approach to teaching. However, a dissonant approach to teaching did not always result in a lower quality of approaches to learning and learning outcomes.  相似文献   

Pedagogical work,stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups     

Mari A. Nislin  Nina K. Sajaniemi  Margaret Sims  Eira Suhonen  Enrique F. Maldonado Montero  Ari Hirvonen 《欧洲特需教育杂志》2016,31(1):27-43

The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres.  相似文献   

Bias-Adjusted Three-Step Latent Markov Modeling With Covariates     

Roberto Di Mari  Daniel L. Oberski  Jeroen K. Vermunt 《Structural equation modeling》2016,23(5):649-660

Latent Markov models with covariates can be estimated via 1-step maximum likelihood. However, this 1-step approach has various disadvantages, such as that the inclusion of covariates in the model might alter the formation of the latent states and that parameter estimation could become infeasible with large numbers of time points, responses, and covariates. This is why researchers typically prefer performing the analysis in a stepwise manner; that is, they first construct the measurement model, then obtain the latent state classifications, and subsequently study the relationship between covariates and latent state memberships. However, such a stepwise approach yields downward-biased estimates of the covariate effects on initial state and transition probabilities. This article, shows how to overcome this problem using a generalization of the bias-corrected 3-step estimation method proposed for latent class analysis (Asparouhov & Muthén, 2014; Bolck, Croon, & Hagenaars, 2004; Vermunt, 2010). We give a formal derivation of the generalization to latent Markov models and discuss how it can be used with many time points by incorporating it into a Baum–Welch type of expectation-maximization algorithm. We evaluate the method through a simulation study and illustrate it using an application on household financial portfolio change. Our study shows that the proposed correction method yields unbiased parameter estimates and accurate standard errors, except for situations with very poorly separated classes and a small sample.  相似文献   

How can simulation help with learning project work skills? Experiences from higher education in Finland     

Mari Salminen-Tuomaala  Tiina Koskela 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):77-94

ABSTRACT

Background: Effective project management and project work skills are important requirements in higher education and many other work place settings. Simulation-based learning, with its use of simulated scenarios and environments, may be a helpful way of supporting skill development. However, much more needs to be understood about the possibilities and challenges that can be involved in the application of this method of learning and teaching, from the perspectives of the learners.

Purpose: This exploratory qualitative study sought to describe university lecturers’ experiences and views of simulation as a method of learning and teaching project skills. The simulation method was tested in Finland, in the context of the national Research and Development Expert Coaching Programme, which was developed for the staff of the Universities of Applied Sciences.

Research methods: Data were collected via a questionnaire with two open questions, to which total of 12 multi-professional participants, all lecturers from Universities of Applied Sciences, were asked to respond in essay form. The data was analysed using inductive content analysis.

Results: Overall, our analysis suggests that participants felt that simulation-based learning was suitable for learning project work. According to the participants, the method helped them learn concrete project work skills, identify and manage challenging situations and promote dialogical sharing between professionals.

Conclusion: The results indicate that simulation can be used to promote project work competence of both new and more experienced project workers in various fields. It is suggested that the method is suitable for both initial and continuing education.  相似文献   

School education and development of gender perspectives and sexuality in Japan     

Noriko Hashimoto  Kaori Ushitora  Mari Morioka  Terunori Motegi  Kazue Tanaka  Mieko Tashiro 《Sex education》2017,17(4):386-398

This study aimed to evaluate changes in the attitudes of Japan’s post-war youth towards gender equality and sexuality, and to examine whether these attitudes bore a relationship to school education. Different generations were delineated based on changes in courses of study and year of birth, and semi-structured interviews were conducted enquiring about experiences and opinions during secondary school days. We examined sexuality education in both junior high school (ages 12–15 years) and high school (15–18 years), views on premarital sex, views on marriage and divorce, and views on gender roles. Fifty-three survey participants were involved in the study: 30 women and 23 men. The characteristics of each generation were examined in relation to corresponding courses of study and the textbooks available in junior high and high schools, identifying both homologies and differences between the messages courses contained and the expressed beliefs of different generations of informants.  相似文献   

<Emphasis Type="Italic">WGL</Emphasis>, a web laboratory for geometry     

Pedro Quaresma  Vanda Santos  Milena Marić 《Education and Information Technologies》2018,23(1):237-252

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Affordances of mobile devices and note-taking apps to support cognitively demanding note-taking     

Mari van Wyk  Linda van Ryneveld 《Education and Information Technologies》2018,23(4):1639-1653

Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking.  相似文献