Salvatore Pasquale Angilletta: Individualisierung,Globalisierung und die Folgen für die Pädagogik     

Helma Lutz 《Zeitschrift für Erziehungswissenschaft》2004,7(1):149-150

Ohne Zusammenfassung  相似文献   

Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions     

Karyn Hartz  Amanda P. Williford  Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456

Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions.  相似文献   

Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint     

Gisbert van Ginkel  Helma Oolbekkink  Paulien C. Meijer  Nico Verloop 《Teachers and Teaching》2016,22(2):198-218

Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed.  相似文献   

A study of the quality of practitioner research in secondary education: impact on teacher and school development     

Helma W. Oolbekkink-Marchand  Janneke van der Steen  Mirjam Nijveldt 《Educational Action Research》2013,21(1):122-139

This study provides insight into the quality of practitioner research and the impact of this on the professional development of the individual teacher and the school as a whole. We examined the quality of practitioner research in relation to the goals of the research. We operationalized the quality of the research in terms of the validities outlined by Anderson and Herr. In our study we apply this way of thinking to 11 cases of teacher research in secondary education. We found at least some evidence of outcome validity and catalytic validity for the teachers’ practitioner research. However, evidence of process validity and democratic validity was only found in some of the projects. We conclude that the approach adopted in this study can be more generally used to increase the quality and thereby the impact of practitioner research.  相似文献   

Werner Schiffauer/Gerd Baumann/Riva Kastoryano/Steven Vertovec (Hrsg.): Staat — Schule — Ethnizität. Politische Sozialisation von Immigrantenkindern in vier europäischen Ländern     

Helma Lutz 《Zeitschrift für Erziehungswissenschaft》2004,7(1):147-149

  相似文献   

Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making,interpretation, and underlying conceptions     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Journal of Mathematics Teacher Education》2022,25(4):453-477

Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.

  相似文献   

Making sense of student mathematical thinking: the role of teacher mathematical thinking     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Educational Studies in Mathematics》2022,110(3):503-524

Educational Studies in Mathematics - In mathematical whole-class discussions, teachers can build on various student ideas and develop these ideas toward mathematical goals. This requires teachers...  相似文献   

A breed apart? A comparison of secondary and university teachers' perspectives on self‐regulated learning     

Helma W. Oolbekkink‐Marchand  Jan H. van Driel  Nico Verloop 《Teachers and Teaching》2013,19(5):593-614

  相似文献   

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions     

Jochem Thijs  Helma M.Y. Koomen 《Early childhood research quarterly》2009,24(2):186-197

This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions.  相似文献   

Teachers' self‐reported pedagogical practices toward socially inhibited,hyperactive, and average children     

Jochem T. Thijs  Helma M.Y. Koomen  Aryan Van Der Leij 《Psychology in the schools》2006,43(5):635-651

This study examined teachers' self‐reported pedagogical practices toward socially inhibited, hyperactive, and average kindergartners. A self‐report instrument was developed and examined in three samples of kindergartners and their teachers. Principal components analyses were conducted in four datasets pertaining to 1 child per teacher. Two dimensions, Behavior Regulation and Socioemotional Support, emerged, which could be measured with internally consistent scales. Preliminary validity support was obtained for them. Multilevel comparisons revealed that teachers reported more behavior regulation for hyperactive versus inhibited and average children, more socioemotional support for inhibited versus hyperactive and average children, and more socioemotional support for hyperactive versus average children in two samples. Exploratory analyses of the other (i.e., random) sample of children yielded corresponding effects of hyperactivity on behavior regulation, and social inhibition on socioemotional support, but no effect of hyperactivity on socioemotional support. Results are discussed in terms of the saliency of behavior differences. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 635–651, 2006.  相似文献