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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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Peter Labudde Walter Herzog Markus P. Neuenschwander Enrico Violi Charlotte Gerber 《International Journal of Science Education》2013,35(2):143-157
In this quasi-experimental study various strategies are developed and empirically tested for an approach to physics instruction that should improve girls' and boys' attitudes toward and achievements in physics. Strategies include opportunities to integrate different pre-existing knowledge and the variation of teaching methods to enhance co-operation and communication in the classroom. The core of this study is an intervention in 31 classes of public schools in Switzerland. The intervention, one unit in optics and one in motion (velocity/acceleration), includes the first 40 lessons of the first physics course that all students have to attend at the upper secondary level. Data sources are various student and teacher questionnaires, tests and semi-structured interviews with teachers. Results of the entrance and final survey are presented. The focus will be on some of the applied strategies. Implications for the teaching and learning of physics and for teacher education are discussed. 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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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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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
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Balz Wolfensberger Jolanda PinielClaudia Canella Regula Kyburz-Graber 《Teaching and Teacher Education》2010
The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the reflective teaching process. 相似文献
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Prof. Dr. Markus P. Neuenschwander Dr. Tina Malti 《Zeitschrift für Erziehungswissenschaft》2009,12(2):216-232
The aim of this study is to investigate the influence of family environment, school grade, performance and social behavior of students on educational trajectory. The research project Family-School-Job (FASE B) utilized a representative longitudinal sample of 454 students and their primary reference persons in the canton of Bern (Switzerland). Using step-wise logistic regression analyses, the study investigated the predictive value of family-based and individual determinants at the end of primary school for the transition to lower secondary schooling and for the development at upper secondary education (academic education or vocational training). The transition to lower secondary education was more strongly influenced by grades than by results of standardized performance tests. Parental expectation, parents’ socio-economic background and by classroom misbehavior were also important predictors.Parental expectations predicted educational pathways into secondary education whereas grades in German andgender were partially significant only. Parental expectations permit precise predictions of educational pathways, even when controlling for students’ grades and performance. 相似文献
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