The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination     

Lisa Dewulf  Johan van Braak  Mieke Van Houtte 《School Effectiveness & School Improvement》2017,28(2):259-275

This study aims to investigate how teachers’ trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students in the class, and teachers’ trust in their students relate to reading comprehension achievement and learning growth. A 3-level multivariate repeated measures analysis was conducted. At 2 measurement occasions, reading tests and questionnaires were administered to a sample (n = 417) of 7- and 8-year-old students in 32 classes. Teachers’ trust in their students was found to be a key factor relating to learning growth in reading comprehension, and mediated the relationship between the level of ethnic diversity in the class and learning growth. Teachers with a higher level of trust in their students seem to foster more learning growth in reading comprehension.  相似文献   

工程教育的环境   总被引：14，自引：0，他引：14  

查建中  Johan Malmquist  Doris R.Brodeur 《高等工程教育研究》2008,(4)

学习的环境(Context)是关于理解并学习知识和技能的一整套文化环境。我们认为,产品、过程或者系统的生命周期——构思-设计-实施-操作(以下简称CDIO)即为工程教育的环境,而非内容。教育的背景,我们传授的技能和我们所表达的态度,都表明构思-设计-实施-操作是一个工程师在社会中的职责。这是有效实践的第一准则所反映的中心思想,该准则就是CDIO准则1。本文首先回顾了职业工程实践的环境,指出了社会发展和技术更新带来的不变和变化着的各个方面。然后,我们描述了CDIO的工程教育环境,并突出强调了与CDIO不同但同样可行的其它工程教育环境的模型。在特定环境中进行工程教育的原因是显而易见的,它效法职业实践,有助于学习技能,是应用在工程教育和高等教育中基于环境学习的理论和最好的实践。最后,本文结尾讨论了对于采取适当的环境开展工程教育、更有效地培养工程师的广泛社会需求。突出阐述了中国工程教育的发展,同时也介绍了瑞典和美国对工程教育的需求。  相似文献   

‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation     

Johan Samuelsson 《Education 3-13》2017,45(5):629-644

The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.  相似文献   

Teaching sustainable entrepreneurship to engineering students: the case of Delft University of Technology     

Hans Bonnet  Daan Hoogwater  Johan Spaans  Caroline Wehrmann 《European Journal of Engineering Education》2006,31(2):155-167

Sustainability, enhancement of personal skills, social aspects of technology, management and entrepreneurship are of increasing concern for engineers and therefore for engineering education. In 1996 at Delft University of Technology this led to the introduction of a subject on sustainable entrepreneurship and technology in the course programmes of Chemical Engineering and Materials Sciences Engineering. This subject combines lectures, project work in which a business plan is written, sustainability and presentation training. This paper shows that it has been possible to combine entrepreneurship, sustainability and project education successfully in a subject for undergraduate engineering students and describes background, assumptions, outline, results and recent adjustments of this subject. It includes a discussion on how to integrate sustainability and entrepreneurship in terms of triple P (People, Profit, Planet) and how to incorporate it pragmatically in the key elements of a business plan: (1) business idea, mission and strategy; (2) context, stakeholder and market analysis; (3) marketing; (4) production; (5) organisation and management; (6) finance and reporting. Attention is paid to results regarding the business plan, spin-off like start-ups and also to the learning results of both students and lecturers. It ends drawing some lessons derived from the subject’s results and the learning experiences of both students and lecturers.  相似文献   

Outdoor recreation in exergames: a new step in the detachment from nature?     

Johan Öhman  Marie Öhman  Klas Sandell 《Journal of Adventure Education & Outdoor Learning》2016,16(4):285-302

A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).  相似文献   

The Role of the Intellectual II--This Time as Other-Criticism     

Johan Galtung 《Higher Education in Europe》2002,27(1-2):65-68

In this article, the author reflects on the points raised, twenty-five years ago, about the role of the intellectual in society. He distinguished, then, between the intellectual in search of truth and the intellectual in search of power. He subdivided the latter group into three subgroups: intellectuals arising from large-scale territorialism; large-scale capitalism; and large-scale abstractionism. He has now reached the conclusion that only intellectuals in search of truth are truly intellectuals; the rest are what he calls "intelligentsia". Like J. A. Hobson, the author traces the many ways in which intelligentsia "sell out" to their sponsors. Although the author's previous article had pessimistic conclusions about the continued domination of thought and knowledge generation by special interests, he now expresses cautious optimism as to the tendency of the Internet and the information revolution to democratize knowledge and creativity and to break the monopoly of moneyed power and special interests over the generation of intellectuals and knowledge.  相似文献   

ICT teacher training: Evaluation of the curriculum and training approach in Flanders     

Martin Valcke  Isabel RotsMarjolein Verbeke  Johan van Braak 《Teaching and Teacher Education》2007

A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what extent is the ICT teacher training linked to policies of schools? In-depth interviews were organised with respondents of primary, secondary, and adult education schools. The results indicate that ICT school policies are not well developed and reveal a partial match between policies, needs, and the actual in-service training. Innovative applications of ICT are not promoted. The supply-driven approach, the school-based nature, and follow-up activities are questioned.  相似文献   

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities     

Jörgen Ödalen  Douglas Brommesson  Gissur Ó. Erlingsson  Johan Karlsson Schaffer  Mattias Fogelgren 《高等教育研究与发展》2019,38(2):339-353

ABSTRACT

Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.  相似文献   

Building strong parent–teacher relationships in primary education: the challenge of two-way communication     

Hélène Leenders  Johan de Jong  Mélanie Monfrance  Carla Haelermans 《Cambridge Journal of Education》2019,49(4):519-533

This study investigates which subjects teachers talk about with parents in parent–teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers’ attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them ‘How can we solve this together?’. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts.  相似文献   

How Infants' Arousal Influences Their Visual Search     

Johan Lundin Kleberg  Teresa del Bianco  Terje Falck-Ytter 《Child development》2019,90(4):1413-1423

The influence of arousal on visual attention was examined in 6.5-month-old infants (N = 42) in the context of a visual search task. Phasic increases in arousal were induced with brief sounds and measured with pupil dilation. Evidence was found for an inverted U-shaped relation between pupil dilation amplitude and visual orienting, with highest likelihood of a target fixation at intermediate levels of arousal. Effects were similar for facial stimuli and simple objects. Together, these results contribute to our understanding of the relation between arousal and attention in infancy. The study also demonstrates that infants have a bias to orient to human eyes, even when presented in isolation.  相似文献