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Youth empowerment is the main goal of sex education according to Dutch Government and NGO policies. Academics from different disciplines have argued, however, that the ideal of empowerment through education is problematic, because of the unequal power relations implicated in educational practices. Building on one-and-a-half years of online and offline ethnographic fieldwork among Dutch youth, this article argues that Dutch sex educational policies inhibit rather than encourage young people’s empowerment by allowing only a limited number of sexual knowledge building practices to thrive while making others nearly impossible. In order to facilitate young people’s empowerment, policies should aim to create space for young people to develop their own themes and priorities, to offer a multitude of perspectives, to set the pace and to use different strategies for sexual knowledge building, including learning by doing and online learning. This requires a cultural shift that involves both an openness to young people’s experimentation, and a change in existing power hierarchies based on age. 相似文献
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The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms. 相似文献
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Pedro Ángel Latorre Román Fernando Redondo Balboa Juan Párraga Montilla Víctor Manuel Soto Hermoso Pedro José Consuegra González Felipe García Pinillos 《Journal of sports sciences》2019,37(5):477-483
The purpose of this study was to determine the foot strike patterns (FSP), rearfoot position at initial contact (RPic, i.e., No INV/EVE) and foot rotation in children in relation to age. A total of 932 children aged 3 to 16 years participated in this study. A sagittal and frontal-plane video was recorded using a high-speed camcorder to analyse these variables. There is a significant increase (p < 0.001) of rearfoot strike patterns (RFS) prevalence in relation to age; e.g. preschool children (3–6 years old) displayed an RFS prevalence 46.65% and the adolescent population(15–16 years old) an RFS prevalence 92.20%. The total RFS prevalence in all samples was 69.25%. There was a significant reduction (p < 0.001) of prevalence of RPic in relation to age groups; preschool children displayed a prevalence of RPic 60.37% and the adolescent population 10%. There was a significant reduction (p < 0.001) of prevalence of no foot rotation in relation to age groups; preschool children displayed a prevalence of no foot rotation 48.95% and the adolescent population 13.55%. In conclusion, FSP in children are influenced by age. It is noteworthy that the RFS prevalence of children is lower in comparison to the adult population. 相似文献
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Teachers believe they don’t interact any differently with boys than with girls. However, an examination of the evidence base on gendered student–teacher interactions shows – at times contradicting – unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers’ (re)actions in the classroom. Content analysis and thematic analysis of teachers’ recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers’ (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners’ professional learning process, it is important for researchers to allow practitioners to co-investigate their practice. 相似文献
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Agnes E. J. Burger-Veltmeijer Alexander E. M. G. Minnaert Els J. Van den Bosch 《欧洲特需教育杂志》2016,31(1):76-95
The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and intervention indications. The current study is the second in the validation process of the S&W Heuristic. An in-depth analysis of three assessment dossiers of Dutch IG-students with possible characteristics of ASD is focused upon. The core question is whether the S&W Heuristic is of added value to diminish bias in any direction and increase systematicity. The results indicate that bias, mainly directed at Strengths, as well as unsystematicity were present in different stages of two assessment dossiers. The conclusion is that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG + ASD. 相似文献
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Heleen Becuwe Jo Tondeur Natalie Pareja Roblin Jeroen Thys Els Castelein 《Educational Research and Evaluation》2016,22(3-4):141-154
ABSTRACTThe goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams. 相似文献
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Systematic academic instruction for students with EBD: the construction and use of a tool for teachers 
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下载免费PDF全文 Lidy van der Worp‐van der Kamp Sip Jan Pijl Wendy J. Post Jan O. Bijstra Els J. van den Bosch 《Journal of Research in Special Educational Needs》2017,17(1):31-40
Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan‐Do‐Check‐Act cycle and academic versus behavioural instruction. The questionnaires are both practically oriented as well as theoretically well founded. The reliability turned out to be acceptable (0.76) to high (0.89). Observation scales were developed to determine the validity of both questionnaires. Moderate correlations between questionnaires and observation scales were found (0.31, 0.32). Bland–Altman plots offered us valuable information about the differences between questionnaires and observation scales, supplying us with important issues for further research. It is concluded that the questionnaires might be a valuable tool for assessing teachers' systematic academic instruction. 相似文献
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This article discusses some of the results of the CATCH (Classroom Assessment as a basis for Teacher Change) project. CATCH was meant to develop, apply and scale up a professional development programme designed to change teachers’ instruction by helping them change their formative assessment practices. The authors focus on the analysis of three consecutive rounds of structured interviews with CATCH teachers in two US school districts. Regarding teacher changes through participation in this programme, changes in attitude toward assessment as well as in their classroom practices were found for all participants from both research sites. Some striking attitude changes were related to the so‐called assessment pyramid, a crucial element of the CATCH professional development programme. The interviews also revealed which sources of support teachers thought were important to help sustain these changes in their classrooms, schools and school districts. Evidence of scaling up and dissemination of presented ideas, ideas ‘travelling’ to other curriculum areas, larger groups of teachers and other grade levels was also found. Appropriate organizational structures have enabled ‘travel’ on a district level. 相似文献
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Els de Koning Monique Boekaerts 《European Journal of Psychology of Education - EJPE》2005,20(3):289-308
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education.
We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks
of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and
their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability
(i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks
of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including
students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school.
Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity.
Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the
students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of
their teachers. Elaborate interpretations of the results are provided in the discussion. 相似文献