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Regula Kyburz‐Graber 《Cambridge Journal of Education》1999,29(3):415-432
Previous research studies suggest that environmental education for social change has to be considered as critical education rather than as nature study. In a participatory research approach, classroom projects with teacher teams in five senior high schools were initiated and in‐service seminars were offered. A theorising debate about environmental education resulted in a critical environmental education concept based on human action in local social systems and the questioning of the norms and value judgements of the people concerned. Classroom projects were analysed with respect to locally constructed critical knowledge and in view of the teaching/learning culture. This study shows that teachers are most concerned about ways of handling a complex and value‐laden process. It is concluded that reflection on processes and methods is essential if teachers are to understand their students’ critical exploration of social issues. 相似文献
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Claudia M. Roebers Patrizia Cimeli Marianne R?thlisberger Regula Neuenschwander 《Metacognition and Learning》2012,7(3):151-173
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children??s executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics). 相似文献
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Marieke van Geel Adrie J. Visscher Bernard Teunis 《School Effectiveness & School Improvement》2017,28(3):443-462
There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors identified 12 potentially critical factors for the successful implementation of DBDM. Following an intensive DBDM intervention, 16 schools’ characteristics were studied and related to the success of DBDM implementation after participating in an intensive DBDM intervention for 2 subsequent academic years. Strong instructional leadership, maximum exposure to the intervention, standardization of work processes, as well as staff continuity and a strong academic coach appear to be strongly related to implementation success. The remaining school context features and the culture and structure of the schools were not associated with the success of DBDM implementation. 相似文献
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This paper analyses whether tertiary education of different types, i.e., academic or vocational tertiary education, leads to more or less favourable labour market outcomes. We study the problem for Switzerland, where more than two thirds of the workforce gain vocational secondary degrees and a substantial number go on to a vocational tertiary degree but only a small share gain an academic tertiary degree. As outcome variables, we examine the risk of being unemployed, monthly earnings, and variation in earnings (reflecting financial risk). We study these outcomes at career entry and later stages. Our empirical results reveal that the type of tertiary education has various effects on these outcomes. At career entry, we observe equal unemployment risk but higher average wages and lower financial risk for vocational graduates. At later career stages, we find that these higher average wages disappear and risk of unemployment becomes lower for vocational graduates. Thus, by differentiating the tertiary system into vocational and academic institutions graduates face a variety of valuable options allowing them to self-select into an educational type that best matches their individual preferences. 相似文献
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Trynke Keuning Marieke van Geel Adrie Visscher Jean‐Paul Fox 《Journal of Educational Measurement》2019,56(4):757-792
Data‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics. 相似文献
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Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding institutions and universities have gendering and stratifying effects. Complex formations related to gender, partnership, children, and dual-career constellations, as well as to social class and academic integration, are resulting in inequalities in the accumulation of international cultural and social capital. 相似文献
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The present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades. 相似文献
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Regula Neuenschwander Allison Friedman-Krauss Cybele Raver Clancy Blair 《Early education and development》2017,28(7):880-900
Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers’ well-being, including stress, relates to child EF—a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and classroom quality may be one mechanism explaining this relation. Furthermore, as working with young, low-income children may be particularly stressful, we tested the extent to which the relation between teacher stress and child EF varies by school-level poverty. Two-level hierarchical linear models using a sample of 171 kindergarten children and 33 teachers revealed a marginally significant linear relation between teacher stress and child EF (spring) controlling for baseline child EF (fall); there was no evidence for mediation by classroom quality. School-level poverty moderated the relation between teacher stress and child EF: Children attending low-poverty schools demonstrated smaller gains in EF when their teachers reported higher stress levels. However, in high-poverty schools high levels of teacher stress were not a risk factor for child EF. Practice or Policy: These novel findings are a first step to understanding how teachers’ well-being relates to child EF across schools and have implications for supporting teachers. 相似文献