Kids’ Time: childhood,television and the regulation of time

This article is concerned with the relationships between children's understanding of the organisation of television time and their sense of what it means to be a child. It is based on qualitative data gathered in one inner city primary school, as part of a broader research project investigating the changing nature of children's media cultures. The article suggests that the notion of time is a crucial aspect of the ways in which children define their relationship with television. It analyses three related aspects of this phenomenon: firstly, children's perceptions of the institutional definitions embodied in the practice of television scheduling; secondly, their notions of psychological development, based partly on the structure of the schedule and partly on their own ‘reading histories'; and thirdly, the place of their television viewing in the scheduling and organisation of family life.     

Egocentric social network correlates of physical activity

BackgroundThe social environment might play an important role in explaining people's physical activity (PA) behavior. However, little is known regarding whether personal networks differ between physically active and physically inactive people. This study aimed to examine the relationship between personal network characteristics and adults' physical (in)activity.MethodsAn egocentric social network study was conducted in a random sample in Switzerland (n = 529, mean age of 53 years, 54% females). Individual and personal network measures were compared between regular exercisers and non-exercisers. The extent of these factors' association with PA levels was also examined.ResultsNon-exercisers (n = 183) had 70% non-exercising individuals in their personal networks, indicating homogeneity, whereas regular exercisers (n = 346) had 57% regularly exercising individuals in their networks, meaning more heterogeneous personal networks. Additionally, having more regular exercisers in personal networks was associated with higher PA levels, over and above individual factors. Respondents with an entirely active personal network reported, on average, 1 day of PA more per week than respondents who had a completely inactive personal network. Other personal network characteristics, such as network size or gender composition, were not associated with PA.ConclusionNon-exercisers seem to be clustered in inactive networks that provide fewer opportunities and resources, as well as less social support, for PA. To effectively promote PA, both individuals and personal networks need to be addressed, particularly the networks of inactive people (e.g., by promoting group activities).     

Der Weg Nach Europa: Bildungsreformen in Mittel- und Osteuropa

THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition. Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different paths at different speeds.     

Didactic competencies of teachers from the learner’s viewpoint

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role.