排序方式： 共有14条查询结果，搜索用时 31 毫秒
1.
This paper describes the implementation of an educational intervention to enhance sexual health among homeless people by including sexual and reproductive health and rights (SRHR) as a part of social work provision with this group. Adult service users in different forms of temporary accommodation were provided with the opportunity to participate in three group sessions. Seventeen sessions, six with women and eleven with men, took place at six different housing facilities in Gothenburg. The intervention implementation process (which involved preparation, creation, realisation and evaluation) is described, and factors of importance are identified. Service users appreciated the opportunity to receive information and discuss sexual health, rights and norms. The success of the work may be related to the fact that the project was anchored both in social services and among service users, constantly adjusted, and delivered using a respectful approach. Social work organisations and professionals have an important role to play in acknowledging and promoting service users’ sexual health and rights, especially among disadvantaged and socially excluded groups including homeless people. 相似文献
2.
3.
Knut?SchwippertEmail author Wilfried?Bos Eva-Maria?Lankes 《Zeitschrift für Erziehungswissenschaft》2004,7(2):219-234
Zusammenfassung Die Gender bezogene Forschung der letzten Jahre setzte sich insbesondere mit Differenzen in mathematischen und naturwissenschaftlichen
Kompetenzen auseinander, w?hrend die Unterschiede im Leseverst?ndnis weniger Beachtung fanden. Dabei sind national wie auch
international die Befunde von gro? angelegten Schulvergleichsstudien konsistent: M?dchen lernen schneller und besser lesen,
und auch wenn die Jungen in der Sekundarstufe aufholen, so erreichen sie den Stand der M?dchen auch im Jugendalter noch nicht.
Anhand der 2001 durchgeführten Internationalen Grundschul-Lese-Untersuchung (IGLU) wird untersucht, ob der Vorsprung der M?dchen
im Leseverst?ndnis schon in der Grundschule angelegt ist. Anhand differenzieller Item Analysen wird der Frage nachgegangen,
ob sich auch bei einzelnen Fragen systematische Unterschiede zwischen M?dchen und Jungen nachweisen lassen. Anhand der Analysen
kann gezeigt werden, dass geringe Geschlechtsdifferenzen bezüglich des Frageformats (offenes Antwortformat vs. Multiple Choice) und den Leseleistungen bei literarischen und Informationstexten bestehen. Bei Betrachtung der in IGLU getesteten Verstehensaspekte
ergeben sich keine Differenzen zwischen Jungen und M?dchen. Hingegen ist bezüglich der Aufgabenschwierigkeiten ein Zusammenhang
mit geschlechtsspezifischen L?sungsh?ufigkeiten festzustellen, was ?ltere Befunde stützt, die gezeigt haben, dass M?dchen
routinierter lesen. Als m?gliche Konsequenz dieser Untersuchung k?nnte die Anregung gegeben werden, im Unterricht vermehrt
Leseanreize zu geben, welche Jungen eher ansprechen, um sie so zum vermehrten Lesen zu führen. In sp?teren Untersuchungen
w?re dann zu kl?ren, ob die Jungen so mehr Sicherheit bei routinierten Leseaufgaben erreichen k?nnten und ggf. zu dem von
M?dchen gezeigten Niveau des Leseverst?ndnisses aufschlie?en k?nnten.
Summary Over the last few years research has particularly concerned itself with gender differences between competencies in mathematics and natural sciences, whilst differences in reading comprehension have had little attention. At the same time, national and international evidence from large-scale school comparisons has shown consistently that girls learn to read faster and better. Even when boys catch up at secondary level, they do not reach the girl’ standard in their teens. On the basis of the international reading study IGLU carried out in 2001, this contribution will ask whether the girl’ head-start can already be observed at primary school level. Using differential item-analysis, the question of whether answers to individual questions show systematic differences will be investigated. The analysis shows only small gender differences regarding question format (open questions vs. multiple choice) and reading performance for literary and informational texts. Also, no differences between boys and girls can be found in the aspects of comprehension tested for in the IGLU-study. However, there is a connection between the level of task difficulty and the frequency of solving tasks by gender, which supports previous evidence that girls read more proficiently. A possible consequence of this study could be the using of reading incentives in class, which are particularly aimed at boys, to encourage their reading. Further studies would have to investigate whether boys achieve an improved confidence in tasks calling for reading proficiency and are therefore able to reach the standards of reading comprehension set by the girls.相似文献
4.
5.
Prof. Dr. Claus H. Carstensen Prof. Dr. Eva-Maria Lankes Prof. Dr. Mirjam Steffensky 《Zeitschrift für Erziehungswissenschaft》2011,14(4):651-669
Preschool education, including scientific literacy, has recently been receiving increased attention in Germany??s educational system. However, only a few studies have investigated scientific literacy in the preschool age so far. In this paper a test instrument to assess scientific literacy in five year old children is presented. The topic of the test is water, its physical states (solid, liquid and gaseous), changes of state and solutions in water. The test was administered as a structured interview and high reliability and internal validity were obtained. The children investigated show a great variance in their competencies which can be ascribed to four different levels of competence. 相似文献
6.
7.
8.
9.
Prof. Dr. Mirjam Steffensky Prof. Dr. Eva-Maria Lankes Prof. Dr. Claus H. Carstensen Christina Nölke 《Zeitschrift für Erziehungswissenschaft》2012,15(1):37-54
Natural sciences are an educational topic in kindergartens. At the same time, little is known about how to promote and facilitate the learning of natural sciences for children in kindergarten. This contribution reports on a quasi-experimental study with 245 children, which compares the learning situations ‘experiments’ with ‘discussions on the relevance of the natural sciences in daily life’. Three experimental groups, in which the learning situations were varied, where compared with a control and a baseline group. Children in the last year of kindergarten took part in three 90-minute learning settings on the topics ‘melting and freezing water’, ‘evaporation and condensation of water’ and ‘solubility and insolubility in water’. Learning gains were measured using a pre-post-design with a Rasch-scaling. Cognitive performance and family background were controlled for. A significant benefit in comparison to the control and baseline groups could only be found for a combination of both learning situations. 相似文献
10.
Zusammenfassung Die Internationale Grundschul-Lese-Untersuchung IGLU/PIRLS untersuchte die Leseleistungen von Kindern am Ende der vierten
Jahrgangsstufe in 35 Staaten. Der Beitrag nutzt die Daten dieser Studie und vergleicht mit einem Fragebogen erhobene Angaben
der Lehrkr?fte zum Leseunterricht aus den Staaten der Europ?ischen Union, die an der Studie teilgenommen haben. Es wird untersucht,
ob sich in dem international gemischten Datensatz Gruppen von Lehrkr?ften mit ?hnlichen Vorstellungen von Unterricht identifizieren
lassen und ob diese Gruppen als l?nderspezifisch zu bewerten sind. Mit der Methode der Latent Class Analyse lassen sich vier
Gruppen von Lehrkr?ften unterscheiden, die schülerorientiert-individualisierende bzw. lehrergelenkt-klassenbezogene Ma?nahmen
im Leseunterricht unterschiedlich gewichten. Wie die Ergebnisse zeigen, verteilen sich die Typen unterschiedlich auf die L?nder.
In einigen L?ndern sind die Lehrkr?fte überwiegend dem gleichen Typ zuzuordnen, in anderen L?ndern zeigen sich mehrere Typen
gleichzeitig. Insgesamt finden sich Hinweise auf unterschiedliche Kulturen im Leseunterricht der Grundschule.
Summary Reading lessons in primary schools — An international comparison of differences between teachers The Progress of International Reading Literacy Study (IGLU/PIRLS) assessed the reading competencies of fourth grade children in 35 nations. This contribution deals with data from this study, focusing on the teacher questionnaire and comparing teachers from EU nations participating in PIRLS. The teachers were asked how they usually structure their reading lessons. The study investigates whether groups of teachers with similar ideas about lessons can be found and whether these groups can be seen as national types. Using latent class analysis (LCA) four groups of teachers could be identified, which differ concerning the degree of pupil orientation and individualization, and teacher and classroom orientation. The findings show different distributions of the four types of teachers in the participating EU nations. Whereas in some countries one predominant type could be found, other countries are characterized by different constellations which, all in all, seems to indicate that there are cultures of reading instruction in primary education and that these cannot solely be explained as national types.相似文献