Citizenship education has been an important part of the European Union’s (EU) agenda to integrate a European dimension into schools’ curricula. The usage of European symbolism in citizenship education curriculum material has been an especially important (yet understudied) means not only to promote a distinct European identity and increase knowledge on EU-related topics, but also to regulate (young) EU citizens and population. The paper analyses the content related to the EU and European dimension in citizenship education textbooks and workbooks at the lower-secondary school level in Slovenia. It demonstrates that, through diverse symbolic displays, which are understood as a specific governmental technique, the idea of a European community as a site of opportunities is promoted while students are stimulated to understand themselves as subjects who must be active and responsible EU citizens. Moreover, European symbolism is employed to nurture and promote Slovenian identity as being purely European and, as such, distinct from earlier Balkan-situated, Yugoslav and socialist forms of identity and belonging. 相似文献
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.
Although the relation between teacher–student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, student-perceived teacher support, and academic achievement. Eight hundred sixteen students from 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement. 相似文献
Spatial abilities vary during the menstrual cycle. The effects of a similar rhythm in men are unknown. Mental rotation and spatial visualization of young healthy volunteers (29 females and 31 males) were tested during the menstrual and periovulatory phase of the menstrual cycle in women, and during the low-testosterone and high-testosterone phases of the circatrigintan rhythm in men in random order. Men outperformed women in both tests. In women, higher scores were achieved during the periovulatory phase, in men during the low-testosterone phase. The correlation between actual salivary testosterone levels and spatial abilities were positive in women and negative in men. According to our knowledge, this is the first study showing effects of a male infradian rhythm on cognitive abilities. 相似文献
The appeal of ancient fossilized tree resin, or amber, has made pieces with animal and plant inclusions particularly prized. Unfortunately, amber forgeries are more convincingly and routinely made than most other kinds of fossils, by embedding organisms in natural resins (e.g., copal) or synthetic resins (especially polyester) or by filling a carved niche in a natural piece of amber with resin and a modern inclusion. The confusion of organisms in copal (forged and natural) for ones in amber has a long history. Reviewed here are simple tests for discerning forgeries and natural inclusions in both substances. We discuss an old but sophisticated technique for crafting amber forgeries from authentic amber and present several new examples from old collections in two large museum collections. Also discussed is the widespread use of polyester resin forgeries in the Dominican Republic and Mexico. 相似文献
Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation amounts was demonstrated by both minority and majority children, across settings, in the context of novel targets (historic conflict rivals). Majority children were also more likely to give equally (which maintains the status quo) than minority children. Giving equally increased with age for both minority and majority children, despite being in “zero-sum,” conflict settings. Equitable intergroup resource allocation in such settings has implications for conflict transformation. 相似文献
Learning Environments Research - The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and... 相似文献