甜蜜的上学第一天

在德国,孩子们在上学第一天都会收到一个装满了各种糖果的圆锥形礼包,这个礼包能够让孩子们摆脱紧张不安,愉快甜蜜地度过自己的上学第一天。     

THE CONNECTION BETWEEN MOTIVATIONAL AND COGNITIVE COMPONENTS OF THE PERSONALITY OF GIFTED PUPILS

This paper introduces results of empirical research in connection with motivational and cognitive components of gifted pupils. In all 250 pupils in the 7th and 8th grades were included in this experiment Of these pupils, 177 applied for entrance to a special school for mathematics, natural sciences and technology (research), while 73 formed the control group. The cognitive components were tested–using the Raven Matrices as well as the results of the entrance exams of the special school applicants. The motivational components were measured with tests of striving for knowledge and motivation for physics. There were significant differences between the two groups in terms of cognitive and motivational components, which favored the special school applicants. The pupils also showed a positive correlation between the mathematics and physics exam results and the extent of primary motivation and striving for knowledge.     

Distributed leadership and middle leadership practice in schools: a disconnect?

This article reports on a small-scale collaborative research study on middle leadership (ML) in Iceland and Ireland. It explores the ML role using the theoretical lens of distributed leadership (DL). The majority of DL studies to date examine leadership as an organisational resource that can be cultivated and utilised to serve school improvement. This research, however, situates the teacher at the core of DL and commences a discourse on how MLs experience their leadership practice from a DL perspective. The empirical investigation is based on semi-structured focus group interviews across the range of schools in both education contexts. The findings indicate a disconnect between DL theory as outlined in the literature and ML practice as currently experienced in Ireland and Iceland. While a form of DL exists in both contexts, this is strictly at the gift of the Principal rather than a reciprocal relationship with teachers in relation to leading school activities. The findings also signal a need for a proactive approach in School Leadership Preparation Programmes and in Initial Teacher Education to facilitate school leaders and teachers in understanding and adopting a distributed mindset.     

Routines in classroom discourse: An ethnomethodological approach

The approach to routines presented in this paper refers to the phenomenology of Schütz, to symbolic interactionism and in particular to ethonomethodology: The interest is focussed on teachers’ and students’ routines making them establish the common classroom discourse. Routines important in the mathematics classroom — but presumably in other subjects too — are presented. The discussion shows that they have positive functions for the interaction process as well as partly negative consequences for the learning of mathematics.     

II. Kongreβ der Vereinten Nationen über “Verbrechensverhütung und Behandlung Straffälliger” London,August 1960

Ohne Zusammenfassung     

Die Bedeutung derIEA-Untersuchung über Mathematikunterricht für die Schulpolitik: Die Bundesrepublik Deutschland

Ohne Zusammenfassung