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81.
Paula Protsch 《Journal of Education & Work》2016,29(6):637-661
Germany is widely known for its vocational education and training (VET) system and its dual apprenticeship system in particular. What is often overlooked, however, is the vertical stratification within the German VET system. This is the focus of this study. Our analysis shows that the VET system, like the German school system, is highly stratified, resulting in large differences in labour market opportunities. We elaborate on three dimensions of vertical stratification: VET system vs. higher education, fully qualifying vs. prevocational VET programmes and segmentation of the fully qualifying VET programmes by educational attainment and career prospects. All three stratification dimensions are closely linked to school attainment and thereby to social origin. 相似文献
82.
This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns. 相似文献
83.
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85.
Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption. 相似文献
86.
Kirby Deater-Deckard Paula Y. Mullineaux Stephen A. Petrill Lee A. Thompson 《Reading and writing》2009,22(1):107-116
We examined the associations between components of temperament and children’s word and pseudo-word reading skills, in a school-age
sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word
reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and
Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading
skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control
was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong
Effortful Control, but these processes may be disrupted for those children who are high in Surgency. 相似文献
87.
Sari Mullola Niklas Ravaja Jari Lipsanen Paula Hirstiö-Snellman Saija Alatupa Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214
Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades. 相似文献
88.
Improving teacher questioning in science inquiry discussions through professional development 总被引:1,自引:0,他引:1
Alandeom W. Oliveira 《科学教学研究杂志》2010,47(4):422-453
89.
Paula Helm 《Ethics and Information Technology》2018,20(4):303-313
This paper aims to provide new insights to debates on group privacy, which can be seen as part of a social turn in privacy scholarship. Research is increasingly showing that the classic individualistic understanding of privacy is insufficient to capture new problems in algorithmic and online contexts. An understanding of privacy as an “interpersonal boundary-control process” (Altman, The environment and social behavior, Brooks and Cole, Monterey, 1975) framing privacy as a social practice necessary to sustain intimate relationships is gaining ground. In this debate, my research is focused on what I refer to as “self-determined groups” which can be defined as groups whose members consciously and willingly perceive themselves as being part of a communicative network. While much attention is given to new forms of algorithmically generated groups, current research on group privacy fails to account for the ways in which self-determined groups are affected by changes brought about by new information technologies. In an explorative case study on self-organized therapy groups, I show how these groups have developed their own approach to privacy protection, functioning on the basis of social practices followed by all participants. This informal approach was effective in pre-digital times, but online, privacy threats have reached a new level extending beyond the scope of a group’s influence. I therefore argue that self-determined sensitive topic groups are left facing what I present as a dilemma: a tension between the seemingly irreconcilable need for connectivity and a low threshold, on the one hand, and the need for privacy and trust, on the other. In light of this dilemma, I argue that we need new sorts of political solutions. 相似文献
90.
The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course of a nine-month sporting season, with each phase of the research informing the next. The subsequent data were primarily subject to a thematic analysis. The findings of the study were organized under four principal themes: (1) the reality shock felt by the student-coaches in terms of the gap between what they expected and what they experienced; (2) the lack of respect demonstrated by the organizational head coaches for the students; (3) the students’ response in terms of developing their micro-political literacy; and (4) the social price paid by the student-coaches in adopting such action. The results point to the limitations of student learning within high-performance sporting environments. In this respect, the student-coaches’ experiences were not what was expected or desired. Despite this, many valuable and relevant lessons were learned. These related to developing students’ micro-political literacy; necessary knowledge for any neophyte coaches trying to establish bone-fide situational roles. 相似文献