Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDL^R Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.     

Mastery motivation,parenting, and school achievement among Hungarian adolescents

European Journal of Psychology of Education - Children’s motivation to master challenging tasks is an important predictor of school success, and yet, such motivation declines during...     

The Human Rights Approach to Education in International Organisations

In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)¹ and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

例说走出纠错教学困境的几点感悟

面对学生的错误,传统的做法是直接把正确的答案教给学生,因为这样可以节省教学时间,增加课堂训练的密度和强度.但评讲不久便发现,错误又死灰复燃,许多同学依然重复"昨天的故事".究其原因,由于这种评讲没有切入学生解题时犯错的真实情境,评讲缺乏针对性,教学的低效性自然也就显现出来了.     

Integrating Art Education Models: Contemporary Controversies in Spain

In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of reference in contemporary art education? These two controversies are considered as two dimensions whose poles have, to a certain extent, the capacity to articulate various educational trends. The values associated with each pole of each dimension are discussed: for the first dimension, creativity, originality, self‐efficacy and the value of accomplished work; for the second, increase of cultural capital and intercultural solidarity. Finally, the possibility is considered of elaborating educational models that would integrate the various mentioned educative values. The question is raised of the compatibility of these educational values, and it is pointed out that art education has the capacity to generate educational spaces of interchange and dialogue in which to combine languages and perspectives that can contribute to human development and to the mutual coexistence of social groups.