The roles of Mesopotamian bronze age mathematics tool for state formation and administration – carrier of teachers’ professional intellectual autonomy     

Jens Høyrup 《Educational Studies in Mathematics》2007,66(2):257-271

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Associations of childhood trauma, trauma in adulthood and previous-year stress with psychopathology in patients with major depression and borderline personality disorder     

Wingenfeld K  Schaffrath C  Rullkoetter N  Mensebach C  Schlosser N  Beblo T  Driessen M  Meyer B 《Child abuse & neglect》2011,35(8):647-654

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Danish majority children's reasoning about exclusion based on gender and ethnicity     

Møller SJ  Tenenbaum HR 《Child development》2011,82(2):520-532

This study investigated 282 eight- to twelve-year-old Danish majority children's judgments and justifications of exclusion based on gender and ethnicity (i.e., Danish majority children and ethnic-minority children of a Muslim background). Children's judgments and reasoning varied with the perpetrator of the exclusion and the social identity of the target. Children assessed exclusion based on ethnicity as less acceptable than exclusion based on gender and used more moral reasoning for the former than the latter. Children judged it less acceptable for a teacher than a child to exclude a child protagonist. Children were sensitive to status, judging it less acceptable to exclude a less powerful group member. The findings are discussed in relation to intergroup relations in Denmark.  相似文献   

Trigger videos on the Web: Impact of audiovisual design     

Ria Verleur  Ard Heuvelman  Pløn W. Verhagen 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):573-582

Audiovisual design might impact emotional responses, as studies from the 1970s and 1980s on movie and television content show. Given today's abundant presence of web‐based videos, this study investigates whether audiovisual design will impact web‐video content in a similar way. The study is motivated by the potential influence of video‐evoked emotional responses to related activities in a web‐based learning environment. To examine this, a video scene was designed that follows the concept of an educational trigger video. A trigger video aims to evoking affective responses in viewers with respect to a social problem situation. An experiment was conducted that explored whether the manipulation of two audiovisual design variables—shot length and camera height—of a web trigger video affects how the problem situation and the characters are perceived. The results showed that audiovisual design did impact these video‐related tasks.  相似文献   

Choosing mathematics: the narrative of the self as a site of agency     

Hans Jørgen Braathe  Yvette Solomon 《Educational Studies in Mathematics》2015,89(2):151-166

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Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization          下载免费PDF全文

Věra Skalická  Jay Belsky  Frode Stenseng  Lars Wichstrøm 《Child development》2015,86(3):955-964

The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.  相似文献   

Using concept maps to elicit and study student teachers’ perceptions about inclusive education: a Tanzanian experience     

Siri Wormnæs  Kitila Mkumbo  Bjørn Skaar  Yngve Refseth 《师资教育杂志》2015,41(4):369-384

In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings.  相似文献   

A magnificent faith: art and identity in Lutheran Germany     

Margit Thøfner 《Cultural and Social History》2013,10(5):764-766

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The Role of Diverse Institutions in Framing Adult Learning Systems     

Ellu Saar  Odd Bjørn Ure  Richard Desjardins 《European Journal of Education》2013,48(2):213-232

This article considers the role of diverse institutions in framing adult learning systems. The focus is on institutional characteristics and configurations in different countries and their potential impact on the extent of adult learning, as well as on inequalities in access to adult learning. Typologies of education and training systems as well as labour market and welfare systems are introduced in relation to specific particularities relevant to adult learning. An emphasis is placed on how institutions that are interwoven into several systems are relevant to adult learning. This is then considered and elaborated in the context of post-Socialist countries in order to highlight important nuances that are relevant to adult learning and skill formation systems.  相似文献   

Slutresultatet af efterkrigstidens skolekamp i Danmark. (24. april 1958.)     

statskonsulent F. C. Kålund‐Jørgensen 《Scandinavian Journal of Educational Research》2013,57(1):93-124

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