International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
Peer relations across 2 contexts (in school and after school) were examined for 577 participants, approximately 12 years old, from 3 middle schools in Milan, Italy. The primary research questions were: Do peer networks from different contexts uniquely contribute to explaining variance in individual behavior? Do measures of peer preference and peer network inclusion across contexts uniquely contribute to explaining individual depressive symptoms? Structural equation models showed that both the in-school and the after-school peer networks uniquely contributed to explaining variance in 2 types of individual problem behavior (in-school problem behavior, after-school delinquency), and that similarity with the 2 peer networks varied according to behaviors specific to each context and across gender. Finally, both in-school and after-school peer network inclusion contributed to explaining variance in depressive symptoms, after controlling for classroom peer preference. 相似文献
ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. 相似文献
Purpose: This study attempts to close the research gap created by the fact that existing studies neglect the problem of how effectively agricultural professors from different European countries communicate. The aim is to identify similarities and differences in the numbers of agricultural professors perceived by students as engaging in verbal and nonverbal immediacy communication.
Methodology: An online survey was conducted among students of agricultural universities from Austria, Slovenia and Albania.
Findings: The results show that professors of agriculture from Austria, Slovenia and Albania should generally not be satisfied with their own communication patterns and should thus try to improve their communication. The result also reveals cultural differences in the shares of agriculture professors employing different communication patterns in Austria, Slovenia and Albania. Compared to Austrian and Slovenian students, their Albanian peers perceive that most of their professors use nonverbal immediacy communication. According to Austrian students, the majority of their professors use verbal immediacy. On the contrary, Albanian students assessed that some of their professors employ verbal immediacy.
Practical Implications: The results show the professors of agriculture should improve the way they communicate to students. In particular, the Albanian professors should improve their verbal communication especially in terms of providing timely and quality feedback to students.
Theoretical implications: The study reveals differences in immediacy communication among countries (Austria, Slovenia and Albania) which the scientific literature considers to have a high-context culture.
Originality/Value: Given that no study has yet examined how students perceive professors’ communication in different European countries, this research helps understand the characteristics of agricultural professors’ communication. 相似文献
Privileged (typical, basic-level) representations are cognitive representations in which figurative features play a significant part. We specifically consider studies on the conventional point of view in object perception (Palmer, Rosch, & Chase, 1981). We propose an analysis of solid geometrical problems in the field of typicality theory and more generally in the theoretical field of mental models. Applied to this geometrical domain, the analysis suggests that individual cognitive representations — corresponding with different points of view from which a figure can be seen — are more or less representative examples of the category, that is to say they correspond more or less with the mental model built by the subject in this domain. Task 1 emphasizes the most representative point of view for four solid geometrical figures chosen by the experimenter. Then, we analyse two tasks on each figure from both the typical and non typical points of view. Errors occur most frequently when the geometrical figure is seen from its non typical viewpoints. Particular attention should be paid to this factor in analysing errors made by subjects. 相似文献
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context. 相似文献
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
The Linguistic European Policy stresses the importance of linguistic diversity and encourages students to learn several languages, believing that the more languages we know, the better we can understand each other and preserve our languages. To preserve diversity and to value all the languages (either included in the curriculum or not) is a first step to develop a plurilingual and intercultural competence in the classroom as a means of overcoming frontiers between languages and between people. A second step is to work with teachers and to value what they know by helping them to find new and innovative answers to meet these professional challenges. Thus, this paper describes the work within a project for professional development of a group of in‐service language teachers. The teacher education programme suggests a portfolio‐oriented language learning and teaching approach that promotes plurilingualism. We will analyse the teachers' starting point and their willingness to work within an innovative and challenging approach. The analysed data include a questionnaire prior to the starting of the programme and three written reflections at the end of the programme concerning professional development, new concepts, teaching approach and working habits. The conclusions indicate that the teachers were not familiar with either the concept of plurilingualism or the portfolio‐oriented language learning and teaching approach. Nevertheless, they clearly show their willingness to try a new approach in their teaching practice.
La politique linguistique européenne défend l'importance de la diversité linguistique et encourage l'apprentissage de diverses langues, en croyant que la maîtrise de plusieurs langues augmente la capacité de comprendre les autres et de préserver nos propres langues. Préserver et valoriser toutes les langues (présentes, ou pas, dans le curriculum scolaire) est le début du développement de la compétence plurilingue et interculturelle. Ceci constitue un moyen de dépasser les barrières entre des langues et des peuples différents. Un deuxième pas est le travail avec les enseignants, en valorisant leurs connaissances et en les aidant à découvrir de nouvelles réponses, capables de faire face aux défis de la gestion de la diversité. Cet article décrit le travail mené au sein d'un programme de formation continue destiné à un groupe d'enseignants de langues. Ce programme de formation se construit autour d'une approche plurilingue où le portfolio est le concept‐clé. Le texte présente l'analyse du point de départ des enseignants, en explicitant leurs prédispositions à travailler d'une autre façon. Les données analysées incluent les réponses à un questionnaire antérieur au programme de formation et trois réflexions écrites à la fin de ce même programme à propos du développement professionnel (nouveaux concepts, nouvelle approche, nouvelles habitudes). Les résultats montrent que les enseignants n'étaient familiarisés ni avec le concept de plurilinguisme ni avec l'utilisation du portfolio. Toutefois, les enseignants révèlent le désir d'essayer une nouvelle approche dans leurs pratiques d'enseignement.
La política lingüística europea defiende la importancia de la diversidad lingüística y alienta a aprender varios idiomas, en la convicción de que cuantos más idiomas sabemos, mejor podemos entendernos y preservar nuestros idiomas. Preservar y valorar todas las lenguas (estén o no presentes en el currículum) es un primer paso para desarrollar una capacidad plurilingüe e intercultural en clase, que se convierte en un medio de superar las barreras entre idiomas y entre pueblos. Un segundo paso es trabajar con profesores, valorando lo que saben y ayudándolos a descubrir nuevas e innovadoras respuestas para su desarrollo profesional en momentos de cambios. Este escrito describe el trabajo llevado a cabo en el marco de un proyecto para el desarrollo profesional de un grupo de profesores en un instituto, a partir de un programa de formación sobre enseñanza y aprendizaje de idiomas basado en el porfolio. Analizaremos el punto de partida de su camino y la predisposición para trabajar un abordaje innovador y desafiante del currículum. Los datos analizados incluyen las respuestas a un cuestionario anterior al programa de formación y tres reflexiones escritas en el término de ese programa, sobre desarrollo profesional, nuevos conceptos y hábitos de trabajo. Las conclusiones indican que los profesores no estaban familiarizados ni con el concepto de plurilingüismo ni con la enseñanza y aprentisage de idiomas basado en el porfolio. Sin embargo, evidencian predisposición para intentar nuevos abordajes en sus practicas profesionales.
Die Europäische Sprachenpolitik legt grossen Wert auf die linguistische Vielfalt. Eine der Prioritäten ist demnach, Schüler zum Erlernen mehrerer Fremdsprachen zu motivieren. Diese Idee basiert auf der Grundlage, dass das Erlernen mehrerer Sprachen nicht nur eine bessere Verständigung zwischen Kulturen ermöglicht, sondern auch die eigene Sprache und Kultur erhält. Die linguistische Vielfalt zu erhalten und grossen Wert auf alle Sprachen zu legen (im Lehrplan beinhaltet oder nicht) stellt einen ersten Schritt dar, eine mehrsprachige und interkulturelle Kompetenz im Klassenzimmer zu entwickeln, zur Überwindung von Grenzen zwischen Sprachen und Leuten. Ein zweiter Schritt ist die Arbeit mit Lehrern, in der deren Vorkenntnisse wichtig genommen werden und ihnen damit geholfen werden soll, neue Antworten für die entsprechenden beruflichen Herausforderungen auszuarbeiten. In diesem Vortrag soll die Zusammenarbeit mit einer Lehrergruppe im Rahmen einer beruflichen Weiterbildung beschrieben werden. Das Lehrerausbildungsprogramm schlägt ein portfolio‐orientiertes Sprachlernen und Unterrichten vor, das Sprachenvielfalt fördert. Es soll analysiert werden, aus welchen Ausgangspunkten die Lehrer kommen und welche Bereitschaft sie zu einer innovativen Unterrichtspraxis zeigen. Die analysierten Daten, ein Fragebogen vor Programmbeginn und drei schriftliche Reflexionen am Ende des Programms, beziehen sich auf professionelle Entwicklung neuer Konzepte, Unterrichtspraxis und Arbeitsmitte. Die Schluβfolgerungen zeigen, dass die Lehrer weder mit dem Konzept der Mehrsprachigkeit noch mit dem portfolio‐orientierten Sprachlernen und Unterrichten vertraut waren. Andererseits deuten sie auf eine Bereitwilligkeit von Seiten der Lehrer, eine neue Herangehensweise ihre Unterrichtspraxis zu erproben. 相似文献
It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological. 相似文献
