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1.
Prof. Dr. Juliane Jacobi 《Zeitschrift für Erziehungswissenschaft》2006,9(2):171-186
Zusammenfassung Religion und Religiosit?t von Frauen nahmen überall in Europa einen zentralen Stellenwert für den Auf-und Ausbau der M?dchen-und
Frauenbildung im 19. Jahrhundert ein. Auch in Deutschland gehen sowohl das M?dchenschulwesen wie die Lehrerinnenausbildung
als auch das Ausbildungswesen für sozialp?dagogische und pflegerische Berufe zu einem nicht unerheblichen Teil auf Aktivit?ten
von religi?s motivierten Frauen zurück. Die religi?sen Motive erzieherischen Handelns er?ffneten vielen Frauen im 19. Jahrhundert,
die ihren Lebensentwurf nicht in Ehe und Familie sahen, eine Perspektive beruflicher T?tigkeit, die die Geschlechterordnung
stützte. Gleichzeitig nutzten diese Frauen die Geschlechterordnung für die Schaffung eines weiblichen Bildungsmilieus, das
in relativer Unabh?ngigkeit von einzelnen M?nnern ein aktives Berufsleben erm?glichte. Entlang konfessioneller Linien (Katholizismus,
Protestantismus, Judentum und Freireligi?se) werden institutionelle und biographische Dimensionen eines bildungsgeschichtlichen
Entwicklungsprozesses nachgezeichnet, der treffender mit den Begriffen „Dechristianisierung” und „Rechristianisierung” als
mit dem modernisierungstheoretischen Begriff „S?kularisierung” erfasst wird.
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2.
School transition is a critical life event for many children. However, the effects of school transition on children's stress experiences reported in the literature have been inconsistent. The present study with 564 third- to sixth-graders compared the changes in experienced stress level and in somatic and psychological symptoms during the transition from elementary to secondary schools (from grade 4 to grade 5) to the changes of two control groups (experiencing changes from grades 3 to 4 and from grades 5 to 6, but without school transition). The results show decreases in experienced stress levels and somatic and psychological symptoms after school transition. However, these decreases reflect mainly recovery effects after the school summer break, as comparisons with the control groups indicate. 相似文献
3.
Modifications of Recognition Memory Processes in Preterm Children: An Event‐Related Potential Study 
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下载免费PDF全文 Kerstin H. Kipp Axel Mecklinger Nicole Brunnemann Mohammed G. Shamdeen Juliane Meng‐Hentschel Ludwig Gortner 《Child development》2015,86(2):379-393
Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity. 相似文献
4.
Juliane Grünkorn Annette Upmeier zu Belzen Dirk Krüger 《International Journal of Science Education》2013,35(10):1651-1684
Research in the field of students’ understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11–19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice. 相似文献
5.
Juliane Engel 《Ethnography and Education》2020,15(3):377-393
ABSTRACT The article aims to develop a theory of biographical knowledge and practices of aesthetic articulation. Thus, it examines the aesthetic practices of young people beyond their verbal utterances. Using seven video case studies, it demonstrates the extent to which biographical knowledge is articulated in aesthetic practices – drawing, dancing, making music, etc. Aesthetic practices of articulation are theoretically defined as modes of relation between people and objects and between people and spaces. The article introduces a new ethnographic approach in biographical research that takes into account the lack of research into the significance of aesthetic practices in non-formally institutionalized areas and is thus also an epistemological guide that goes beyond highly cultural patterns and contexts. This has also proved particularly relevant for investigating subjectivation processes of vulnerable groups or, more specifically, the emergence of unequal subject positioning. 相似文献
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Reem Al-Mahmood Gerardo Papalia Sinead Barry Minh Nguyet Nguyen Juliane Roemhild Terri Meehan-Andrews 《高等教育研究与发展》2020,39(1):81-98
ABSTRACTThere has been significant interest in developing academics through Teaching Scholar Development Programs across the USA, Canada, the UK, and more recently in Australia. At their core, such programs develop academics across teaching scholarship, leadership, promotion, and award opportunities, where universities reap the benefits of developing such a cadre of leaders. This paper pays witness to one such a program in an Australian university to highlight enactments of caring passionately. We use qualitative survey evaluation data, metaphor analysis and reflective practice to nuance the pleasures, passions and challenges of the lived experiences using phenomenological and metaphor lenses to describe our experiences. Metaphors provide powerful insights into the dimensions of experience as they open up how programs are perceived and experienced. Our paper disrupts traditional linear writing through rhizomatic, multivocal and multitextual encounters to challenge dominant authorial voicing. The academic identity work and emotional work required in the program is unfolded through evolving, experiencing and reflecting on the program to inform design and highlight what we have come to (re)value in our academic work when we come together to learn, share, and lead. We forge ways to be and become with and against neoliberal agendas that have choked the soul of ‘the university’ to evolve rich spaces and practices of/for reciprocity and kindness where not only learning can thrive, but where love acts – a much needed revolutionary praxis for our time. 相似文献
8.
Meyer Simon Schlesier Juliane 《European Journal of Psychology of Education - EJPE》2022,37(1):141-161
This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.
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Jana Groß Ophoff Sandra Schladitz Juliane Leuders Timo Leuders Markus A. Wirtz 《Peabody Journal of Education》2013,88(4):560-573
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring students’ development during courses on research methods in educational science. In winter semester 2013/14, two courses in Early Education and Teacher Training degree programs were accompanied. Both cross-sectional (multidimensional latent regression models) and longitudinal (paired t tests of plausible values) comparisons are reported. The results indicate no significant differences in competencies between the degree programs at start of the semester. For the end of semester, only data of the Early Education course was available. These course participants showed higher proficiency in all aspects of educational research literacy. In conclusion, the results are discussed with regard to the goals of the assessment of competencies in higher education, particularly the use of test feedback for course development, and desiderata for future research (e.g., ability to transfer research into practice) are stated. 相似文献