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91.
Sonja Nonte 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):243-262
Developments and consequences of school profiling in general-education schools in selected European countries and perspectives for implementation in Germany – The development of a school programme, e.g. by way of forming a profile in the field of music or sports, is part of everyday school life in many European state and private schools today and even statutory in some countries and states. This paper focuses on the background and the significance of this development in school politics but also on the potential and the challenges which come with the profile formation of schools on an individual as well as systemic basis. Furthermore, the author introduces and discusses examples for the profile formation of schools and classes by looking at concrete projects. After that, recommendations are given for school programme work in individual schools. The focus is especially on German-speaking countries such as Germany, Austria and Switzerland. 相似文献
92.
Ingrid Pramling Samuelsson Sonja Sheridan 《Early Years: An International Journal of Research and Development》2010,30(3):219-227
Thirty years or more of striving for a coherent theme in the educational system from preschool to gymnasium might now be at an end. Millions of Swedish kronor have been spent on projects concerning cooperation between pre‐ and primary school. The curricula for preschool and the gymnasium are similar in structure, and they are connected with each other through the goals that children and students are expected to achieve. Teacher education has so far been one integrated programme with different orientations and specialities, and the basic knowledge that teachers require has been largely the same from early childhood education (ECE) to adult education. The political winds are, however, blowing in another direction. A question to ask is whether Sweden is changing its holistic and social‐pedagogical approach to ECE and teacher education towards a more traditional academic one. It is this change that will be discussed in this article, although one has to bear in mind that nothing is fixed and stable, so the article is a snapshot from an ongoing process. 相似文献
93.
There’s Elly,It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children 总被引：1，自引：0，他引：1
Sonja de Groot Kim 《Early Childhood Education Journal》2010,38(2):153-164
This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment
and moving children from classroom to classroom in a child care center. It appears that children’s efforts to acquire competence
in developing friendships with their peers not only depends on their own capacities, but is also affected by above-mentioned
patterns and policies and practices, over which children have no control. For a period of 6 months, we follow the trajectory
of Elly, a young 3-year old girl, who is enrolled mid-year, part-time, in Sunshine Child Development Center. She is placed
in a classroom with two-and-a-half to three and-a-half year old children, several of whom also attend part-time. It takes
Elly 6 months to develop a meaningful relationship with some of her peers, an important yet tenuous milestone because, according
to center policy groups will be reconfigured over the summer. Thus, Elly and her new friends may be placed in different groups
in the fall. This study also documents the important role of social pretend play in helping children to initiate and develop
friendships, especially in the company of more competent peers. Importantly, the child care center’s policies and practices
for transitioning children in and out of classrooms seem to be at odds with current research on attachment, continuity, and
the development of peer relationships. Recommendations are made for creating environments where continuity of care and education
for young children are a priority. 相似文献
94.
Validity and reliability of tests determining performance-related components of wheelchair basketball 总被引：1，自引：1，他引：0
The purpose of this study was to investigate the reliability and validity of wheelchair basketball field tests. Nineteen wheelchair basketball players performed 10 test items twice to determine the reliability. The validity of the tests was assessed by relating the scores to the players' classification and competition standard, and rating of coach and player. Six field tests' test-retest showed good reliability (Intraclass correlation coefficient (ICC) = 0.80-0.97), while the pass-for-accuracy, free throws, lay-up and spot shot showed weak to moderate reliability (ICC = 0.26-0.67). Most tests showed moderate to good validity (r > 0.60). The results suggest that wheelchair basketball field tests are reliable and valid with the exception of the shooting and passing items, which should be interpreted carefully. 相似文献
95.
96.
Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test anxiety (TA) predictors as proposed by CVT. A sample of German adolescent students (N = 845) completed questionnaires that measured their school-related self-efficacy, test-related cognitions (expected grades and their perceived relevance) and the two major facets of TA: worry and emotionality. Multi-group structural equation modelling was used to test for gender differences in the interplay of the variables. Findings supported the assumptions of CVT for girls and boys, in that the proposed structure of relationships among the various predictors of TA was largely equivalent for both genders. However, emotionality was not related to subjective relevance for boys. Implications for further research on predictors of anxiety and its application to the school context are discussed. 相似文献
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99.
Macfarlane Angus Manning Richard Ataria Jamie Macfarlane Sonja Derby Melissa Clarke Te Hurinui 《Cultural Studies of Science Education》2019,14(2):449-464
Cultural Studies of Science Education - Wetekia kia rere is an expression in the Māori language that refers to unleashing potential. This paper discusses questions of power relevant to... 相似文献
100.
The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed. 相似文献