Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children

Reading and Writing - The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary...     

Religion,Identität und Computer

Zusammenfassung Anwendungsf?higkeiten und das Interesse für neueste mediale Technik sind zu einem Kennzeichen moderner Adoleszenz geworden. Dabei spielen das Medium Computer bzw. Anwendungsweisen neuer Medien eine erhebliche Rolle. Doch die Computernutzung Jugendlicher geht über einfache technische Anwendungsweisen weit hinaus. In der Relation von Medium und Subjekt ereignen sich individuelle Identit?tsbildung und Selbststabilisierung, geschehen Suchbewegungen und Explorationen von Subjektgestaltung. Innerhalb dieser Prozesse der Identit?tsbildung und Subjektgestaltung sind Dimensionen jugendlicher Computernutzung zu beobachten, die in den Bereich der individuellen Sinngenese fallen und in den Kontext der Diskussion um Medienreligion bzw. um Formen „verflüssigter“ Religion geh?ren. Wie sich diese Formen ausdifferenzieren will der folgende Beitrag entfalten, dem ein qualitativempirisches Forschungsprojekt zugrunde liegt.

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Summary Religion, Identity and Computers — Fluid forms of religion in youth culture Competency and interest for new media technology have become recognizable elements of modern adolescence. The computer and the use of new media play particularly significant roles in this context. However, adolescents’ use of computers goes far beyond simple technical application. The relationship between medium and subject influences identity formation and self-stabilization, and initiates a process of searching and exploration of individual development. Dimensions of computer use within these processes can be viewed in the context of individual processes of sense-making construction and are therefore relevant to the discussion of media religion and of so-called “fluid” forms of religion. This paper will show how the forms develop on the basis of a qualitative empirical research project.

     

Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development

For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005–2014). In the final year of the decade, teachers still struggle to realise education for sustainable development (ESD). One of the challenges teachers face with respect to ESD is the inclusion of even more content into an already overloaded curriculum. In response, it has been suggested that ESD should be introduced as an integrated perspective across the content of all existing subjects. This paper offers a model for how ESD can be realised in chemistry education. The model has been developed to support chemistry teachers in their educational planning and consists of 5 categories: chemical content knowledge, chemistry in context, the distinctiveness and methodological character of chemistry, ESD competences and lived ESD. The ESD model is illustrated through 5 ellipses, visualising the hierarchy of the categories, as they exist in different levels. All 5 ESD categories need to be considered in a holistic ESD approach.     

Concept Development and Transfer in Context‐Based Science Education

‘Context‐based courses’ are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context‐based courses that would be successful in meeting these challenges are rehearsed. It is concluded that only a model based on ‘context as social circumstances’ would meet the four criteria for success. From this, the notion of concept development is presented based on the idea of the production of coherent mental maps. The notion of transfer is discussed in terms of how such mental maps may be useful for understanding other contexts. The definitions of concept development and transfer give a clearer view of how exemplars of existing context‐based approaches may be analysed to show their degree of facilitation of worthwhile science education. Research questions to be addressed in such analyses are presented.     

Producing CD‐ROMs for Schools

Abstract

The CD‐ROM market in schools is generally expected to be a growth area for computer software developers world‐wide. As a developer, publisher and distributor of CD‐ROMs for schools, the author is interested in the characteristics of CD‐ROMs schools will buy and the potential market. This paper looks at what developers must take into account when considering producing materials for this market. It focuses on school requirements as regards CD‐ROMs rather than the process of producing an educational CD‐ROM.     

Developing mathematical knowledge for teaching in a methods course: the case of function

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. Written assessments, interview data, and class discourse analyses illustrate how the course supported the development of mathematical knowledge that built on individual teachers’ prior knowledge as well as the development of a stronger collective understanding of function.     

Pedagogical design considerations in sex education on interactive multimedia using CD‐Rom: an example of sexual intercourse

Human sexuality is a significant issue for educators to understand and teach about, and for young people to learn about. The development of interactive multimedia technologies has added a range of new dimensions associated with designing pedagogies for sex education on Interactive Multimedia (IMM). Here, a module on CD‐Rom on Sexuality and Human Relationships designed for student teachers is presented as an example of a resource, and analysed for the pedagogical considerations that accompany it. The paper concludes that the conceptualisation and design of IMM on CD‐Rom on sexuality is able to address a range of commonly used pedagogies. The most significant pedagogical renegotiation appears to lie in the transposing of human‐to‐human interaction, as in discussion, real life scenarios, simulation, role analysis, values and attitude clarification, to human‐to‐screen interaction. This may be addressed principally by using camera phones where human‐to‐human interaction occurs visually and in real time, whilst email and discussion groups can cater for delayed, typed text human‐to‐human interactions. For some learners, using IMM on CD‐Rom for sex education may be less effective, but for others it may be ideal as it provides for privacy, solo contemplation, self‐dialogue, and negates embarrassment in front of peers or teachers.     

The effects of team training on team outcomes: A meta‐analysis

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.     

Writing in the content areas: a Norwegian case study

Since 2006, literacy skills have been mandated as an integral part of all subject areas at all levels (grades 1–13) in Norwegian schools. With the exception of reading, evaluation reports show that teaching in general seems to be little affected by this reform. During the last few years, however, there has been a noticeable growth in interest in writing in the content areas. The article presents quantitative and qualitative data from a network of secondary schools that have established cross-curricular school-based writing projects. Teachers in these schools meet regularly, sharing experiences about students’ writing and ways of organizing writing sessions. While they had to deal with differences in subject-specific text norms, they discovered similarities across subject areas they could work collectively on. A major effect for the participants was the development of a broader instruction repertoire and more goal-related use of scaffolding strategies in the classroom, most of which was in accordance with a process approach to writing. We discuss these data in the light of similar studies in Norway and abroad, and we highlight some reflections about implications for practice.     

Gouvernementalität als sozial- und erziehungswissenschaftliches Analysekonzept nach Foucault

Ohne Zusammenfassung