Psychosocial aspects in the German unification process     

Paul Agron  Leo Bachmair  Frank Nielsen 《International journal for the advancement of counseling》1992,15(2):91-101

Articles

Psychosocial aspects in the German unification process  相似文献   

Course evaluation at Birmingham: Some implications for the assessment and improvement of university teaching     

Haydn Mathias  Desmond Rutherford 《Studies in Educational Evaluation》1981,7(3):263-266

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Book reviews     

N. L. McCaslin  Douglas Thom  Harold J. Noah  R. Murray Thomas  Emile G. Mc Anany  Michael Eraut  W. Patrick Leonard  John Wilson  Peter McPhail  Haydn Mathias  Mohamed Idwan Ganie  Willy Wielemans  Antonio Valbuena Paz  M. Dino Carelli  Egbert Jahn  Donald K. Sharpes  Daya A. Perera  Friedhelm Zanter  Carole L. Hahn  Walter Hahn  Linda A. Dove  J. A. Akinpelu  Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119

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Education for Democratic Processes in Schools and Classrooms     

Murray Print  Susanne Ørnstrøm  & Henrik Skovgaard Nielsen 《European Journal of Education》2002,37(2):193-210

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Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument     

Pereira  Nielsen  Tay  Juliana  Maeda  Yukiko  Gentry  Marcia 《Learning Environments Research》2019,22(3):443-460

The Classroom Practices Survey assesses educators’ use of differentiated instruction with students achieving at average and high levels. The purposes of this study were to investigate if the Classroom Practices Survey (1) yields reliable and valid data from the groups for which it was originally designed and (2) can be used to evaluate teachers’ differentiation practices for students who achieve at low levels. Participants included 648 elementary teachers who completed the Classroom Practices Survey for students achieving at high, average and low levels. Confirmatory factor analyses revealed that the original six-factor model was not supported by the current data. Model fit was improved with a four-factor model, but did not reach the recommended values for good model fit. Further research and possibly modifications are needed before this tool is used by researchers and schools. This study highlights the importance of periodically evaluating instruments and revising them if necessary.

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Second career teachers and (mis)recognitions of professional identities     

Ann Nielsen 《School Leadership & Management》2016,36(2):221-245

Since the late 1980s there has been an increase of ‘second career teachers’ (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu’s concepts of power and cultural capital, the professional identities of teachers were examined through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership.  相似文献   

STS in/as education: where do we stand and what is there (still) to gain? Some outlines for a future research agenda     

Mathias Decuypere 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):136-145

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THE EVALUATION OF UNIVERSITY TEACHING: CONTEXT,VALUES AND INNOVATION     

Haydn Mathias 《Assessment & Evaluation in Higher Education》1984,9(2):79-96

This paper takes the view that the problems surrounding the evaluation of university teaching have more to do with the values and structures of the university system rather than of arguments as to whether or not teaching can be evaluated. Following an examination of the value, structural and interpersonal context in which university teaching takes place, an innovation persepective is discussed which explains the process of innovation in terms of the characteristics of the host system. This perspective is then used to assess the acceptability of two broad formal approaches to the evaluation of university teaching: one relating to the evaluation of teachers themselves (‘appraisal’) and the other relating to the evaluation of teaching provision (‘validation’). Although this analysis concludes that appraisal accords more closely with the values and structures of the university system, recent events indicate that universities are having to consider validation as a consquence of earlier failures to evolve mechanisms for the evaluation of teaching more in keeping with their own values.  相似文献   

Researching educational apps: ecologies,technologies, subjectivities and learning regimes     

Mathias Decuypere 《Learning, Media and Technology》2019,44(4):414-429

ABSTRACT

Apps are becoming increasingly important in education. However, critical educational research has hardly ever undertaken up-close analyses of educational apps. This article provides an extensive analysis of one ‘learning to code' app called Grasshopper. Drawing from the field of Science and Technology Studies, the article adopts a theoretical framework that situates app analyses at the dimensions of apps' situated ecologies, their platform and algorithmic technologies, the enacted user subjectivities and, as the sum of these previous dimensions, the projected learning regimes. Making use of the methodological entry points of app websites, stores and interfaces, the article makes visible and analyzes the app’s infrastructural settings, actively invokes different app situations, and uses these to advance the inquiry by offering a multidimensional point of view that navigates different scalar dimensions of educational apps. In doing so, the article examines learning to code through its concrete sociomaterial practices, and the specific pedagogies and sorts of education that are employed in order to bring about such learning.  相似文献   

Viewing a phonological deficit within a multifactorial model of dyslexia     

Hugh W. Catts  Autumn McIlraith  Mindy Sittner Bridges  Diane Corcoran Nielsen 《Reading and writing》2017,30(3):613-629

Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors.  相似文献