Structural, ecological, and psychosocial variables of schooling and their impact on the development of student's self-concept

This chapter deals with the development of student's self-concept in the school context. Using a Systems approach main categories and structural aspects of self-concept and its relation to other variables in the educational field are described. Self-concept is discussed with regard to an ecological perspective by analyzing its relation to variables like social climate, class-size, and reference norms. Under a developmental perspective it is shown that variables of schooling not only produce quantitative changes of self-concept, but also qualitative changes. As a conclusion an integrative view of self-concept development is presented, according to which four developmental levels are distinguished.     

Summary from The Committee on the Public Libraries in the Knowledge Society

This article describes the strategic and political work in the public library sector in Denmark resulting in a strategy report The Public Libraries in the Knowledge Society, published in 2010. This report provides a framework for understanding the current situation of the libraries and gives recommendations for library leaders and policy makers in the field.     

Sibling negotiations and the construction of literacy events in an urban area of Tanzania

This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.     

Alignment as a Teacher Variable

Essay scores generated by machine and by human raters are generally comparable; that is, they can produce scores with similar means and standard deviations, and machine scores generally correlate as highly with human scores as scores from one human correlate with scores from another human. Although human and machine essay scores are highly related on average, this does not eliminate the possibility that machine and human scores may differ significantly for certain gender, ethnic, or country groups. Such differences were explored with essay data from two large-scale high-stakes testing programs: the Test of English as a Foreign Language and the Graduate Record Examination. Human and machine scores were very similar across most subgroups, but there were some notable exceptions. Policies were developed so that any differences between humans and machines would have a minimal impact on final reported scores.     

Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

Educational Assessment, Evaluation and Accountability - Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A...     

Reflective Functioning,Limit Setting,and Emotional Availability in Mother–Child Dyads

Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child.     

An analysis of digital competence as expressed in design patterns for technology use in teaching

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.     

Arbeitstagung des Deutschen Verbandes für das kaufmännische Bildungswesen,Mannheim 1955

Ohne ZusammenfassungDerDeutsche Verband für das Kaufmännische Bildungswesen e. V. (gegründet 1895) umfaßt alle an der kaufmännischen Berufserziehung interessierten Kreise wie Arbeitgeberverbände, Deutscher Gewerkschaftsbund, Deutsche Angestellten-Gewerkschaft, Industrie- und Handelskammern, Hochschulen und Lehrer. Ferner ist der Deutsche Verband Mitglied derInternationalen Gesellschaft für Kaufmännisches Bildungswesen (Siec). Er beeinflußt maßgeblich die Berufserziehung des Kaufmanns.