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1.
Sven Ismer Manuela Beyer Carolina Solms-Baruth Christian von Scheve 《Soccer & Society》2017,18(4):554-574
Understanding the social consequences of major soccer events is important for social science researchers and policy-makers alike. On the one hand, socially integrative effects are ascribed to these events. On the other hand, they are suspected of increasing the devaluation of minorities and disadvantaged groups. Sociological theories in a Durkheimian tradition suggest that the emotional entrainment that goes along with football-related rituals might play a role. We thus investigated the effects of the World Cup 2010 on the derogation of minorities and disadvantaged groups in Germany and hypothesized that the emotional entrainment is a predictor of changes in derogation. Results of our naturalistic study show significant increases in derogative attitudes after the World Cup. Contrary to our expectations, emotional entrainment is not associated with this increase. We discuss possible alternative explanations, in particular the influence of public discourse. 相似文献
2.
Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds
Wetzel Stefanie Bertel Sven Montag Michael Zander Steffi 《Educational technology research and development : ETR & D》2020,68(1):363-381
Educational technology research and development - Spatial skill assessment and training are promising fields of application for tablets, as touch-based interaction can prime and support mental... 相似文献
3.
The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers’ views of HW have received limited attention. In this study, we survey primary pre-service teachers’ (‘PSTs’) views of HW use (n = 45 teaching grades 2–5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.
The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding. 相似文献
4.
Mijail Naranjo-Zolotov Tiago Oliveira Sven Casteleyn Zahir Irani 《Government Information Quarterly》2019,36(3):536-545
Local governments around the world are increasingly implementing e-participation platforms to involve citizens in consultation and decision-making processes. E-participation platforms usually succeed and produce positive effects in the community when adopted in the long-term scenario. The adoption of those platforms is still a challenge for local governments. The understanding of the factors that influence the continuous intention to use e-participation over time is critical for the design of diffusion and promotion strategies that motivate the citizens to keep using e-participation. This article explores the drivers that predict the post-adoption of e-participation platforms from the perspective of the sense of virtual community theory, that is the degree of affective attachment to a given community mediated by information technology. Specifically, our research model evaluates the association between the sense of virtual community with use behaviour and the continuous intention to use e-participation. Structural equation modelling was used to evaluate the data collected from 370 citizens who experienced an e-participation platform hosted by a European capital city. We found out that the direct association between the sense of virtual community and use was significant. Even though the direct association between the sense of virtual community and the continuous intention was non-significant, the indirect association sense of virtual community to use to continuous intention was statistically significant. This finding may indicate that the use behaviour is triggered by the influence of other members of the community for a short period of time, but it does not persist to influence the continuous intention over time. 相似文献
5.
Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
6.
Hilbert Sven Bruckmaier Georg Binder Karin Krauss Stefan Bühner Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):665-683
European Journal of Psychology of Education - In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and... 相似文献
7.
Amy Quintelier Jan Vanhoof Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2018,30(4):399-431
Despite the developmental perspective of school inspections, teachers in inspected schools are not always willing to accept the school inspection’s feedback for their further improvement of teaching and learning processes. Literature distinguishes several aspects of feedback that stimulate or hinder the acceptance of feedback, such as recipient’s cognitive and affective responses to feedback. This study investigates teachers’ cognitive and affective responses to school inspection feedback in relation to feedback acceptance. It draws on data from 21 in-depth interviews with teachers in eight primary schools. We found that positive perceptions of the inspectors’ credibility enhance teachers’ feedback acceptance. This is also the case for positive, clear feedback. Under these circumstances, emotions of joy, happiness and relief are expressed. Conversely, respondents tend to reject feedback when inspectors are perceived to be inadequately informed, arrogant or disrespectful. When negative feedback is rated as unfair, negative emotions, such as anger and sadness, interfere with feedback acceptance. In essence, we conclude that both feedback content and feedback source characteristics are decisive in the acceptance of process. From a practical perspective, the findings suggest there is a need to build on supportive relationships between teachers and school inspectors. 相似文献
8.
Catherine B. Woods Kevin Volf Liam Kelly Blthín Casey Peter Gelius Sven Messing Sarah Forberger Jeroen Lakerveld Joanna Zukowska Enrique García Bengoechea PEN consortium 《运动与健康科学(英文)》2021,10(3):263
BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed. 相似文献
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