Architektur Multimedialer Informationssysteme     

Henrike Berthold  Frank Binkowski  Andreas Henrich  Silvia Hollfelder  Wolfgang Lindner  Ulrich Marder  Klaus Meyer-Wegener  Günter Robbert 《Informatik - Forschung und Entwicklung》2002,49(3):77-89

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Some Learning Problems Concerning the Use of Symbolic Language in Physics     

De Lozano  Silvia Ragout  Cardenas  Marta 《Science & Education》2002,11(6):589-599

This paper aims to draw the attention of teachers of basic university physics courses towards students' problems concerning the interpretation of the symbolic language used in the discipline. Specific difficulties found in the first course of physics, related to different kinds of statements expressed in mathematical language, are pointed out and analysed, and some suggestions are made to cope with them during instruction. It could be concluded that teachers may need only to reflect and comment on the virtues of making explicit the semantic and syntactic aspects of formal languages as they teach physics.  相似文献   

Architektur Multimedialer Informationssysteme     

Henrike Berthold  Frank Binkowski  Andreas Henrich  Silvia Hollfelder  Wolfgang Lindner  Ulrich Marder  Klaus Meyer-Wegener und Günter Robbert 《Informatik - Forschung und Entwicklung》2002,17(2):77-89

Ohne Zusammenfassung

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Architektur Multimedialer Informationssysteme

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Transgression: Some psychological aspects of social rules in preschool children     

Maria Silvia Barbieri  Paolo Legrenzi 《European Journal of Psychology of Education - EJPE》1988,3(3):327-340

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The special education teacher between the priorities of inclusion and specialisation     

Gonda Pickl  Andrea Holzinger  Silvia Kopp-Sixt 《International Journal of Inclusive Education》2016,20(8):828-843

In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings.  相似文献   

Rethinking Italian science     

De Renzi  Silvia 《Metascience》2010,19(1):139-141

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Predicting bullying: maladjustment,social skills and popularity     

Silvia Postigo  Carmen Mateu  Inmaculada Montoya 《教育心理学》2012,32(5):627-639

In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved.  相似文献   

Early action and gesture "vocabulary" and its relation with word comprehension and production     

Caselli MC  Rinaldi P  Stefanini S  Volterra V 《Child development》2012,83(2):526-542

Data from 492 Italian infants (8-18 months) were collected with the parental questionnaire MacArthur Bates Communicative Development Inventories to describe early actions and gestures (A-G) "vocabulary" and its relation with spoken vocabulary in both comprehension and production. A-G were more strongly correlated with word comprehension than word production. A clear developmental pattern for the different types of A-G was found. These findings are similar to those of different Western languages, indicating a common biological and cultural basis. The analysis of individual A-G and their relations with early words with a related meaning showed interesting similarities between the production of A-G with and without object manipulation and the comprehension and production of corresponding words. Results indicate that the transition from A-G to spoken language is mediated by word comprehension.  相似文献   

School sector variation on non-cognitive dimensions: are non-public but publicly supported schools more effective?     

Silvia Avram 《Educational Research and Evaluation》2013,19(2):115-139

Denominational schooling makes up an important part of European educational systems. Given its specificity, denominational schooling can be expected to place a greater weight on values teaching and moral education. It also may be more successful in creating a warm and caring atmosphere, thus helping students to better emotionally connect to the school community. We compare public and publicly supported private (as a proxy to denominational) schools on 2 dimensions, namely the emotional integration with the rest of the school community and the concern and feelings of responsibility towards the environment. Except for Austria, Belgium, and Spain, no evidence could be found that the type of the school has any impact on the reported psychological adaptation to the school. In these 3 countries, publicly supported private schools tend to be more successful in integrating their students. Also, students in public and private dependent schools were equally environment oriented.  相似文献   

Depersonalization or cynicism, efficacy or inefficacy: what are the dimensions of teacher burnout?     

Silvia Simbula  Dina Guglielmi 《European Journal of Psychology of Education - EJPE》2010,25(3):301-314

This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show that, compared with efficacy beliefs, inefficacy beliefs relate more strongly to the other burnout dimensions considered by the study (i.e., emotional exhaustion, depersonalization, and cynicism). Moreover, using partial disaggregation method, a better fit is found for the four-factor model with separate depersonalization and cynicism dimensions than for the three-factor model in which depersonalization and cynicism are collapsed into one factor. The article concludes that future research on teacher burnout should: (1) use the inefficacy scale as the “third dimension” of burnout, rather than the efficacy scale, and (2) include the cynicism and depersonalization constructs.  相似文献