Stichwort: Entwicklung im Erwachsenenalter     

Dr. Eva-Marie Kessler  Prof. Dr. Ulman Lindenberger  Prof. Dr. Ursula M. Staudinger 《Zeitschrift für Erziehungswissenschaft》2009,12(3):361-381

In this review article, “aging and learning” is discussed from the perspective of life span developmental psychology. Accordingly, aging is regarded as a continuous and multidimensional process which is characterized by a potential for change (plasticity) at all ages. We give an overview of age-related changes in two psychological domains which are considered to be highly relevant for learning processes, namely cognitive resources and resources related to personality, motivation and emotion. In addition, we describe developmental contexts which were shown to contribute to plasticity in the second half of life. The findings allow for the conclusion that learning is possible throughout the adult life span, albeit under changing conditions. Key implications for learning processes and learning contexts are discussed.  相似文献   

Teachers' social class,professional dispositions and pedagogic practice     

Ursula Hoadley  Paula Ensor 《Teaching and Teacher Education》2009

Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption.  相似文献   

Schule und globales Lernen     

Ursula Pfeiffer 《Zeitschrift für Erziehungswissenschaft》2010,13(1):175-181

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The linkage between the education and employment systems: ideal types of vocational education and training programs     

Ladina Rageth  Ursula Renold 《教育政策杂志》2020,35(4):503-528

ABSTRACT

This article contributes to the literature by proposing a methodological approach that scholars in all research fields can use to develop high-quality explanatory typologies. We argue that every typology should be constructed using a systematic, transparent process and must have a strong theoretical foundation to validate its explanatory value. Drawing on Max Weber’s typology theory, we apply our approach to construct three ideal types of vocational education and training (VET) programs. By bypassing heterogeneous context conditions, our typological approach enables us to compare VET programs based on the criteria that are relevant to an explanation of youth labor market outcomes. We build on Niklas Luhmann’s theory of social systems, which helps elucidate the significance of the linkage between actors from the education and employment systems in VET. The first ideal type, with maximal linkage, entails equal power-sharing between both kinds of actors. We expect such a VET program to have the most favorable outcome. The other two ideal types, in which one system has all the power, result in either undesirable youth labor market outcomes, such as unemployment or skills mismatch, or lack of access to further education.  相似文献   

Fashion in the classroom II: Instructor immediacy and attire     

Joan Gorham  Stanley H. Cohen  Tracy L. Morris 《Communication Research Reports》2013,30(1):11-23

Results of a 2 (immediacy conditions) X 3 (attire conditions) experimental study indicated lesser effects of attire on person perceptions when studied in a live interaction context as opposed to responses to photographs, as has been typical in previous studies. Influence of attire was largely limited to ratings of instructor extroversion, while immediacy influenced perceptions of extroversion, composure, character, competence, homophily, and learning. There was no statistically significant interaction between attire and immediacy; i.e., there was no indication that strategic choice of attire bolsters student ratings of non‐immediate instructors, or that “non professional” attire hurts judgements of immediate instructors.  相似文献   

Fashion in the classroom III: Effects of instructor attire and immediacy in natural classroom interactions     

Joan Gorham  Stanley H. Cohen  Tracy L. Morris 《Communication quarterly》2013,61(3):281-299

This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported.

This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference?  相似文献   

Early Childhood Education as a Scientific Discipline: a state‐of‐the‐art perspective     

Ursula Peukert 《International Journal of Early Years Education》1999,7(3):213-221

The objective of early childhood education is to address the totality of issues and areas of activity relevant to young children. In spite of the considerable growth in knowledge concerning children and childhood, this objective has yet to be attained at the theoretical level. Proceeding from the vantage point of a retrospective of the conceptions of the two classical theorists, Rousseau and Frobel, the case is made for grounding early childhood education in the dimensions of subjectivity, intersubjectivity, society and history in order to be able to analyse its various tasks in their respective specificity and reciprocal dependence. The attempt is made to characterise the challenges facing such a theory and to outline the resulting systematic issues for a pedagogy of early childhood.  相似文献   

Schule Im Rechtsstaat     

Ursula Fehnemann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(4):525-530

Ohne ZusammenfassungAbkürzungen BVerfG Bundesverfassungsgericht - BVerfGE Entscheidungen des Bundesverfassungsgerichts, hrsg. von den Mitgliedern des Bundesverfassungsgerichts. - BVerwGE Entscheidungen des Bundesverwaltungsgerichts, hrsg. von den Mitgliedern des Gerichts - JR Juristische Rundschau - NJW Neue Juristische Wochenschrift  相似文献   

Impact of HIPPY on home learning environments of Latino families   总被引：1，自引：0，他引：1  

M. Angela Nievar  Arminta Jacobson Qi Chen  Ursula Johnson Shannon Dier 《Early childhood research quarterly》2011,26(3):268

This study investigated effects of Home Instruction of Parents of Preschool Youngsters (HIPPY), a paraprofessional home visiting program, on parents and children. The program site served low-income, Spanish-speaking families. On average, mothers were 31 years old (SD = 4.78) and children were 3 or 4 years old (M = 3.92, SD = .92). Participants (n = 54) had more parenting self-efficacy and more enriched home environments than families on a waiting list (n = 54). In a regression on home environment, participation in the intervention was a stronger predictor than maternal education, depression, and stress. A third-grade follow-up of children in the program showed significantly higher math achievement when compared to low-income Latino third graders in the same school district. These findings appear to validate the HIPPY model, which suggests that parents gain confidence as their children's teachers through their experiences in the program. HIPPY successfully addresses the need for culturally sensitive programming aimed at improving educational achievement among minority children.  相似文献   

以能力和竞争力为核心的瑞士职业教育与培训     

乌苏拉·山霍斯特·达乐 《职业技术教育》2010,31(22)

瑞士职业教育与培训以为学生提供灵活的教育选择和提升路径为基本目标,实行以联邦政府、州政府和职业行业组织三方合作为特征的管理体系,重视以市场为导向的"双元制"职业教育与培训,接受职业教育与培训的学生在学校学习的同时,还和企业签订学徒协议,做兼职或实习.在职业技术学校里的学生在学习技术的同时也能接受普通教育中包含的科目,比例各占一半.在这些战略措施的导向下,瑞士职业教育与培训体系的质量较高,而且对于学生的吸引力也较强.  相似文献