Differential effects of home and preschool learning environments on early language development          下载免费PDF全文

Daniel Schmerse  Yvonne Anders  Manja Flöter  Nadine Wieduwilt  Hans‐Günther Roßbach  Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357

The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development.  相似文献   

Students’ motivation in biology lessons—can student autonomy reduce the gender gap?     

Großmann  Nadine  Hofferber  Natalia  Wilde  Matthias  Basten  Melanie 《European Journal of Psychology of Education - EJPE》2023,38(1):409-434

When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (M_age = 11.31 years, SD_age = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

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Erratum to: The secondary-tertiary transition viewed as a change in mathematical cultures: an exploration concerning symbolism and its use     

Claudia Corriveau  Nadine Bednarz 《Educational Studies in Mathematics》2017,95(3):351-351

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Monitoring of education for sustainable development in Germany – insights from early childhood education,school and higher education     

Mandy Singer-Brodowski  Antje Brock  Nadine Etzkorn  Insa Otte 《Environmental Education Research》2019,25(4):492-507

In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.  相似文献   

The understanding of numeration in primary school     

Nadine Bednarz  Bernadette Janvier 《Educational Studies in Mathematics》1982,13(1):33-57

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Representation of situations involving changes sequence: A didactic interdisciplinary intervention     

Nadine Bednarz  Catherine Garnier 《European Journal of Psychology of Education - EJPE》1993,8(2):135-149

Our previous research, conducted in various fields, demonstrates the obvious difficulties children encounter when they must achieve, in a collective game situation, coordinated motor actions (Garnier, 1989) or solve additive problems in mathematics involving changes sequence (Bednarz Schmidt, & Dufour-Janvier, 1989b; Poirier & Bednarz. 1991a, b). These investigations show the children’s extreme centration on the states, and a global non anticipation of the situations that lead them to act punctually and sequentially. The didactic intervention that was developed in view of these difficulties, integrating sociomotor and mathematics activity, aims to develop the cognitive processes of decentration and anticipation on the basis of the resolution of these situations. In the pedagogical approach undertaken on 30 grade three children (8–9 years old), the social actions and interactions played a major part in the development of the aimed processes and in the elaboration of the representation of underlying relations to the situations involved (games and problems). A sociomotor examination (collective game) and a written examination in mathematics, carried out before and after the experiment, show, along with the qualitative analysis achieved during the intervention, the evolution of the child jaced with the aimed processes.  相似文献   

Foster Youth Need Sex Ed,Too!: Addressing the Sexual Risk Behaviors of System-Involved Youth     

Nadine Finigan-Carr  Rochon Steward  Cathy Watson 《American journal of sexuality education》2018,13(3):310-323

ABSTRACT

The social, economic, and environmental determinants of health include employment, housing, and education; exposure to environmental factors like lead or access to healthy food; and poverty, racism and oppression. Many of these conditions can lead to Adverse Childhood Experiences that may put children and youth at risk for abuse or maltreatment leading to involvement in the child welfare or juvenile justice systems. All young people experience important developmental milestones on their path to becoming healthy adults, and while this time of change is full of promise, it can be a time of increased vulnerability or risk. For system-involved youth, navigating this time of change can be fraught with even more challenges or barriers. Without strong family and social networks, they may face increased risk of engaging in high-risk behaviors—such as unprotected sex and sex with multiple partners—as well as unintended pregnancy, HIV, and other sexually transmitted infections. Our study examined survey data to assess the overall sexual reproductive health behaviors for youth aged 14–21 in out-of-home care in an urban environment (n = 270; 60.7% male; 82% African American; 7.9% Latinx). Youth were recruited between 2012 and 2016; 76.4% of these teens had had sexual intercourse at some point in their lifetime. Of these, 86.0% were sexually active before the age of 16. Although there were numerous risk factors related to contraception and condom use as well as partner demographics, there were assets or strengths identified. A discussion of how these findings can be utilized to develop effective prevention intervention strategies is provided.  相似文献   

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience     

Natalia Hofferber  Melanie Basten  Nadine Großmann 《International Journal of Science Education》2016,38(13):2114-2132

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.  相似文献   

How to become a broker: the role of teacher educators in developing collaborative teacher research teams     

Vicky Willegems  Els Consuegra  Katrien Struyven  Nadine Engels 《Educational Research and Evaluation》2016,22(3-4):173-193

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The impact of adverse childhood experiences on an urban pediatric population     

Burke NJ  Hellman JL  Scott BG  Weems CF  Carrion VG 《Child abuse & neglect》2011,35(6):408-413

Objective

The goal of this study was to investigate the adverse childhood experiences (ACEs) in youth in a low-income, urban community.

Study design

Data from a retrospective chart review of 701 subjects from the Bayview Child Health Center in San Francisco are presented. Medical chart documentation of ACEs as defined in previous studies were coded and each ACE criterion endorsed by a traumatic event received a score of 1 (range = 0-9). This study reports on the prevalence of various ACE categories in this population, as well as the association between ACE score and two pediatric problems: learning/behavior problems and body mass index (BMI) ≥ 85% (i.e., overweight or obese).

Results

The majority of subjects (67.2%, N = 471) had experienced 1 or more categories of adverse childhood experiences (ACE ≥ 1) and 12.0% (N = 84) had experienced 4 or more ACEs (ACE ≥ 4). Increased ACE scores correlated with increased risk of learning/behavior problems and obesity.

Conclusions

There was a significant prevalence of endorsed ACE categories in this urban population. Exposure to 4 or greater ACE categories was associated with increased risk for learning/behavior problems, as well as obesity.

Practice implications

Results from this study demonstrate the need both for screening of ACEs among youth in urban areas and for developing effective primary prevention and intervention models.  相似文献