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101.
Karin Scager Sanne F. Akkerman Fried Keesen M. Tim Mainhard Albert Pilot Theo Wubbels 《Higher Education》2012,64(1):19-39
Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students.
The selection process for these programs often relies on the students’ prior achievements in school. Research has shown, however,
that school grades do not sufficiently predict academic success. According to Renzulli’s (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors
of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors
students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at
Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience,
the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly
from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception
of ‘persistence’. The strongest distinguishing factors between honors and non-honors students appeared to be the desire to
learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However,
the profiles of these differences varied according to the study program. While Law and Humanities honors students differed
from their non-honors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than
their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students. 相似文献
102.
Bodil Sundberg Sofie Areljung Karin Due Kenneth Ekström Christina Ottander Britt Tellgren 《International Journal of Science Education》2013,35(17):2061-2077
ABSTRACTIn this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects. 相似文献
103.
Karin Ehrlén 《International Journal of Science Education》2013,35(1):41-57
Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi‐structured method while they were drawing the Earth. Audio‐recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings. 相似文献
104.
Karin Priem Geert Thyssen 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):828-845
In the past few decades, increasing attention has been devoted within various disciplines to aspects previously considered trivial, among which are images, material objects and spaces. While the visual, the material and the spatial are receiving ever more consideration and the myriad issues surrounding them are being tackled, their convergence in educational settings across time and space has thus far remained underexplored. A travelling photo exhibition, The Family of Man, will serve as a starting point in this paper for addressing some of the complexities inherent in this convergence and thus highlight an essential yet neglected feature of education: its reliance on, and creative use of, multiple “modes” of communication and representation when attempting to produce learning effects. As a particular educational constellation that went on to travel throughout the world and interact with the contexts in which it moved, The Family of Man was anything but neutral in design. The paper will show just how carefully it was composed to promote meaning-, power-, and knowledge-making in accordance with its mission. This border-crossing installation thus constituted a spectacle of different interacting views, forms, surfaces, lighting effects, panoramas, movements, captions and other factors that aimed to create order among things and people. Nevertheless, the paper argues, “theatres of display” in education such as this do not imply determination and causality of effects, but rather provide “uncertain conditions” within a spectrum of “actors” and “actants”. The paper relates this to the manifold affordances of objects, images, places and so on, to disruptions of meaning in their convergence across time and space and to “emancipation” on the part of learners. 相似文献
105.
Paul D. Flaspohler Jennifer L. Elfstrom Karin L. Vanderzee Holli E. Sink Zachary Birchmeier 《Psychology in the schools》2009,46(7):636-649
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. 相似文献
106.
Karin Bertills Mats Granlund Örjan Dahlström Lilly Augustine 《Physical Education & Sport Pedagogy》2018,23(4):387-401
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment. 相似文献
107.
Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination. 相似文献
108.
Karin Lager Sonja Sheridan Jan Gustafsson 《Scandinavian Journal of Educational Research》2016,60(6):694-708
There is increasing activity in the area of quality issues in education in Europe. Diverse discourses of policy for quality are encountered in daily practice. This article explores systematic quality development work in a Swedish educational setting: the leisure-time centre. By following 2 teachers’ enactments of policy in planning, organising, documenting, and evaluating the quality of a leisure-time centre and children's achievement of objectives, different logics were found. Tensions in practice that visualise pluralistic intentions in policy and educational approaches were also revealed. Planning and organising as parts of systematic quality development work reveal an emerging individualistic perspective. However, when teachers carry out documentation and evaluation, they reconstruct a social pedagogical approach grounded in the tradition of the leisure-time centre with a group-oriented focus. 相似文献
109.
The outcome of a training study attempting to increase German speaking poor readers’ reading fluency is reported. The aim
of the training was to help children establish orthographic representations for a limited set of training words as well as
for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a computerized training of repeated
reading of a limited set of 32 training words over a period of up to 25 days. Each day, training words were presented up to
six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training
day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests.
However, even for the limited set of training words, a remarkable amount of repetitions did not lead to age adequate word
recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically
reliable but small.
The current study was funded by the Jubilee Fund of the Austrian National Bank (grant no. 8501). Karin Landerl is currently
supported by an APART-grant of the Austrian Academy of Science. 相似文献
110.
This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms. 相似文献