ISEI,ISCED, HOMEPOS,ESCS     

Timo Ehmke  Thilo Siegle 《Zeitschrift für Erziehungswissenschaft》2005,8(4):521-539

Ziel dieses Beitrages ist es, verschiedene Indikatoren der sozialen Herkunft bei der Quantifizierung von sozialen Disparit?ten zu vergleichen. Im Mittelpunkt steht dabei der in PISA eingesetzte Index für den Economic, Social and Cultural Status (ESCS). Dieser umfasst sozio?konomische und kulturelle Ressourcen des Elternhauses und deckt damit das theoretische Konstrukt umfassender ab als andere Indikatoren der sozialen Herkunft. Anhand der internationalen Schülerdaten aus PISA 2003 und aus der nationalen Erg?nzungsstudie (PISA-E) wurden Regressionsanalysen mit verschiedenen Herkunftsindikatoren gerechnet. Neben dem ESCS wurden als Pr?diktoren der sozio?konomische Status (HISEI), der h?chste Bildungsabschluss umgerechnet in Bildungsjahre (PARED) und ein Index für h?usliche Besitztümer (HOMEPOS) berücksichtigt. Es zeigt sich, dass der ESCS in allen Bildungssystemen deutlich mehr Varianz in der mathematischen Kompetenz aufkl?rt als die Einzelpr?diktoren HISEI, PARED oder HOMEPOS. Auch in einer anschlie?enden Analyse zu sozialen Disparit?ten der Bildungsbeteiligung lieferte der ESCS differenziertere Befunde als der HISEI. Insgesamt wird der ESCS als valider und theoretisch umfassender Index der sozialen Herkunft eingesch?tzt.  相似文献   

Higher education teachers’ conceptions of sustainable development: implications for interdisciplinary pluralistic teaching     

Henna Rouhiainen  Timo Vuorisalo 《Environmental Education Research》2019,25(12):1713-1730

Abstract

An interdisciplinary and pluralistic approach to teaching and learning has been proposed as one solution to the lack of a consensus definition of sustainable development (SD). For teachers, such an approach requires an awareness of the interconnections among different dimensions of SD and their underlying value-based assumptions. In this article, we investigate whether higher education teachers’ conceptions of SD are consistent with these aims. We present the results of our interviews with five university teachers who are experienced in interdisciplinary SD in Finland. Our findings show that despite the teachers’ rich conceptions of cultural sustainability, including a variety of topics, concepts and value questions, their understanding of economic sustainability is rather limited and sketchy. We suggest that universities support the teachers’ social and peer learning based on reflections on unclear concepts and emerging SD ideas.  相似文献   

Mothers of children with mild neurological disabilities: Adaptational outcomes     

Timo Virtanen  Irma Moilanen 《International journal for the advancement of counseling》1991,14(4):301-311

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.  相似文献   

Mothers of children with mild neurological disabilities: Adaptational outcomes     

Timo Virtanen  Irma Moilanen 《International journal for the advancement of counseling》1992,15(4):301-311

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.This study has received financial support from the Emil Aaltonen Foundation, Tampere, Finland, and from the University of Lapland, Rovaniemi, Finland. Correspondence concerning this article should be addressed to Timo Virtanen, Institute of Migration, Piispankatu 3, SF-20500 Turku, Finland.  相似文献   

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion   总被引：1，自引：0，他引：1  

Timo Lüke  Michael Grosche 《International Journal of Inclusive Education》2018,22(1):38-53

Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey – as perceived by the participant – outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.  相似文献   

Teacher attitudes towards inclusive education in Finland and Brandenburg,Germany and the issue of extra work     

Timo Saloviita  Tina Schaffus 《欧洲特需教育杂志》2016,31(4):458-471

Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools.  相似文献   

Learning as the Construction and Re-mediation of Activity Systems: Environmental Management in Biogas Production     

Marco A. Pereira Querol  Timo Suutari  Laura Seppänen 《The Journal of Agricultural Education and Extension》2013,19(4):373-384

Abstract

The purpose of this paper is to present theoretical tools for understanding the dynamics of change and learning during the emergence and development of environmental management activities. The methodology consists of a historical analysis of a case of biogas production that took place in the Southwest region of Finland. The theoretical tools used helped to see how the content of an activity guided the historical emergence and change of an EM activity. The practical implication of the paper is that environmental solutions should not be restricted to the adaptation of a system, but should also include the possibility of constructing a new activity, with a new object and means of production. The paper is original in presenting theoretical tools for grasping the content of learning in environmental management activities.  相似文献   

Towards a learning society in finland: information and communications technology in teacher education     

Hannele Niemi 《Technology, Pedagogy and Education》2013,22(1):85-103

Abstract

This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure.  相似文献   

Browne's composite direct product model for MTMM correlation matrices     

Timo M. Bechger 《Structural equation modeling》2013,20(2):191-204

This article is about the analysis of the multitrait‐multimethod (MTMM) correlation matrix with the composite direct product model proposed by Browne (1984). Campbell and Fiske's (1959) criteria for convergent and discriminant validity have a direct interpretation in the composite direct product model. The model has a multiplicative property suggested as appropriate for MTMM correlation matrices by Campbell and O'Connell (1967, 1982), and it can be fitted to the correlation matrix by means of conventional software.  相似文献   

Using structural equation modeling to fit models incorporating principal components     

Conor Dolan  Timo Bechger  Peter Molenaar 《Structural equation modeling》2013,20(3):233-261

The aim of this article is to consider models incorporating principal components from the perspective of structural equation modeling. These models include the principal component analysis of patterned matrices, multiple analysis of variance based on principal components, and multigroup principal component analysis. We demonstrate that these models can be fit readily using the programs LISREL 8 and Mx. The models and certain extensions are discussed, and several illustrations are given.  相似文献