Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education          下载免费PDF全文

Susanne Schwab  Frank Hellmich  Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.  相似文献   

Conceptualizing content-related PD facilitator expertise     

Prediger  Susanne  Roesken-Winter  Bettina  Stahnke  Rebekka  Pöhler  Birte 《Journal of Mathematics Teacher Education》2022,25(4):403-428

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Making sustainable higher education: a critique of scholarly responsibilities,professionalisation and praxis     

Susanne Müller-Lindeque 《Environmental Education Research》2014,20(2):288-289

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International conferences: Significant measures of success     

Paul Pedersen 《Int J Intercult Relat》1981,5(1):51-69

This article reviews the literature on evaluating international conferences identifying significant factors which contribute to measured success. Extensive previous research over the last twenty years has identified criteria for evaluating success which continue to be ignored as international conferences repeat the same mistakes. More systematic research is needed. A framework of 25 evaluation measures is described for future research on the assessment of international conferences.Responses to three items of a questionnaire sent out by the East-West Culture Learning Institute as part of a project studying international conferences are also discussed, relating to evaluation measures, problems of evaluation and potential benefits of evaluation. Guidelines and suggestions are provided synthesizing the available research toward planning more successful international conferences in the future. In conclusion, six issues are identified for further clarification in future research on international conferences.  相似文献   

Outdoor life,nature experience,and sports in Norway: tensions and dilemmas in the preservation and use of urban forest     

Kirsti Pedersen Gurholt  Trygve B. Broch 《Sport in Society》2019,22(4):573-588

Abstract

How should contemporary societies promote physical activity in nature and preservation of the natural environment? Outdoor life occupies a central and contested position on this question in the Nordic countries. In Norway, a 1957 Act of Parliament took a major step by guaranteeing free public access to both public and private uncultivated land. This article explores the media debate that raged in 2008–2009, when the national government proposed new legislation intended to promote outdoor life, sport, nature experience and urban forest preservation around Oslo, Norway’s capital. Applying narrative and discourse methodologies, this case study reveals how the media debate evolved from an initial cacophony of voices into a schism between advocates of nature preservation and advocates of sport. The controversy explored here is increasingly relevant throughout all of Europe: how to encourage urban active living, sustainable recreation and democratic citizenship that embody distinct social practices, identities, emotional bonds and symbolic meaning.  相似文献   

Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning     

Terri Pedersen Summey  Cynthia Akers Kane 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):158-174

ABSTRACT

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented.  相似文献   

From research to reality: Australian evidence-based practice in autism education     

Traci-Ann Garrad  Christopher Rayner  Scott Pedersen  Monica Cuskelly 《Journal of Research in Special Educational Needs》2021,21(4):381-391

Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.  相似文献   

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic     

Mitchell L. Thom  Blair A. Kimble  Kelli Qua  Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

高校组织理论和研究的新进展:分化还是整合?   总被引：5，自引：1，他引：5  

马文·W·彼得森  郭娇  阎凤桥 《北京大学教育评论》2003,1(4):23-31

高校组织理论和研究沿着不同的方向发展 ,因而出现了关键研究领域四分五裂的趋势。本文考察了理论、研究方法、组织行为情境、理论与实践结合以及识别专业人员等方面的发展状况 ,明确指出了该领域所面临的一些困境。作者认为 ,只有了解并关注上述问题 ,才能够保证高校组织理论和研究持续协调地发展下去  相似文献   

The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years     

Christopher Osterhaus  Susanne Koerber 《Child development》2021,92(5):1872-1888

This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6 years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children’s age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.  相似文献