Being active in civic organizations can be expressed in multifarious forms of participation and commitment. With regard to individuals, the learning context it provides fosters personal development, sympathy for other perspectives, and social competencies in general and is, thus, particularly meaningful for young people in their second and third decades. With regard to organizations, civic participation strengthens the integration and dynamic adaptation of institutions to changing environments and, on a macro-level, raises social cohesion. The contexts of participation are various: not only in educational institutions and the world of work, but also in clubs, organizations and less formal groups, which are involved in social and political issues. Socio-structural and motivational factors, but also belonging to social networks determine the involvement in such forms of civic participation. Additionally, there is evidence of a mutual reinforcement of participation in different contexts. This is shown by the results of the DJI-Survey AID:A 2009. 相似文献
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. 相似文献
This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18, Ncontrols = 26) and teachers (Nintervention = 5, Ncontrols = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills. 相似文献
The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis. 相似文献
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献
Objective: To analyze the association between attitudes of filial responsibility and adult child caregivers’ behaviors in the Southern Region of Brazil.
Methods: Cross-sectional study with 100 child caregivers of older adults. The data were collected through an interview using the protocol of filial responsibility adapted and validated to Brazilian Portuguese. Filial Expectation and Filial Piety scales evaluated the attitudes of filial responsibility. Caring behaviors assessed were: instrumental support, emotional, financial support, and companionship. The variables that presented p< .20 value in the bivariate analysis were inserted into a multivariate Poisson regression model.
Results: Financial and emotional support behaviors were significantly associated with filial piety (p = .050 and p = .001, respectively) and filial expectation (p = .013 and p = .023, respectively). Providing companionship was associated with filial piety (p = .015).
Conclusion: Attitudes of filial responsibility are associated with some but not all caregiving behaviors. Brazilians caring for older parents show more similarities to Chinese than to Canadian caregivers. Furthermore, filial responsibility and caregiving behaviors are strongly affected by Brazilian social and cultural norms. Reasons are discussed. 相似文献
Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one. 相似文献