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931.
932.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past. ? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners. e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes. 相似文献
933.
Romi de Jong Jan van Tartwijk Theo Wubbels Ietje Veldman Nico Verloop 《Educational studies》2013,39(5):582-597
Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers’ use of discipline strategies is largely unknown. In this paper, we examine student teachers’ beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on control and affiliation, control orientation and anticipated student responses on control and affiliation. All participants were student teachers of a one-year teacher education programme for secondary education in the Netherlands. Student questionnaires were used to measure discipline strategies (n?=?2506). Student teachers’ (n?=?104) self-images, control orientation and anticipated student responses were measured with student teacher questionnaires. Results of the multiple regression analyses showed that student teachers’ sensitive and directive discipline strategies are explained best by self-images on control; aggressive discipline strategies are explained best by self-images on affiliation and by control orientation. Apart from the possible academic interest in these particular findings, results are believed to be useful in a practical sense, in particular for teacher education programmes. 相似文献
934.
Lodewijk van Oord 《Educational studies》2013,39(2):208-218
This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning moral and character education. It is argued that the learner profile is firmly grounded in the character education approach to moral education. An alternative perspective is sketched, focusing on student autonomy and personal sense making, allowing students to develop a personal sense of the good life through interaction with others. 相似文献
935.
Rens Gresnigt Ruurd Taconis Hanno van Keulen Koeno Gravemeijer Liesbeth Baartman 《Studies in Science Education》2013,49(1):47-84
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education. 相似文献
936.
Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan. 相似文献
937.
Natascha Kienstra Monique van Dijk-Groeneboer Olav Boelens 《Religious education (Chicago, Ill.)》2013,108(5):594-608
Interreligious education should support cultural and religious diversity in the classroom by inviting new perspectives. Four contexts are important in this regard, as follows: auto-interpretation of one’s own religious tradition, auto-interpretation of foreign traditions, allo-interpretation of one's own religious tradition, and allo-interpretation of foreign traditions. Previous empirical research in the Netherlands has indicated that interreligious learning is not possible in the classroom. However, this study investigated interreligious education from the teaching perspective by conducting an exercise among twenty-four religious and worldview teachers. Specifically, a combination of student teachers, schoolteachers, and teacher trainers took part in a secondary school workshop before answering interview questions. Most participants discussed their own or foreign traditions using auto-interpretation. However, approximately half of all teacher trainers discussed their own traditions using allo-interpretation, although none discussed foreign traditions from the same perspective. In addition, student teachers reached the highest level of interreligious learning available in this study by using multiple perspectives to promote inquiry and engage in productive debate. Although interreligious education is problematic at multiple teaching levels, these results indicate that interreligious teaching practices may be improved through increased training. 相似文献
938.
Piet van der Ploeg 《History of education》2013,42(3):368-386
In the Netherlands there are 400 Dalton schools, while Dalton education has all but disappeared elsewhere, including in its country of origin: the USA. Following a brief period in the 1920s in which it enjoyed strong international interest, it disappeared from the scene. How can it be that the Dalton Plan still exists only in the Netherlands? This article compares the history of Dalton education in the Netherlands with that in Britain and the USA. Circumstances were more favourable in the Netherlands in the 1920s, although the growth was modest. Factors that inhibited the increase of Dalton education in the Netherlands in these early days are similar to those that presumably hastened its disappearance elsewhere. There was a growth spurt in the Netherlands from the 1980s onwards. This seems to be a side effect of the introduction of a new Education Act and the pressure on schools to market themselves. 相似文献
939.
The behavioural and emotional development of children with ADHD visiting day treatment centres after school hours is described and the childrearing factors that govern positive development explored. Test scores on the Child behaviour checklist (CBCL) and ADHD behavioural symptoms rating scale were obtained over a period of nine months, in a sample of 86 children with ADHD, and related to the activities of the professional care‐givers. Behavioural control mixed with affectionate and emotional support reduced the ADHD symptoms at the follow‐up. According to the CBCL measures, the overall emotional and behavioural problems of the children did not improve. This suggests that prolongation of the day treatment is still required after nine months. 相似文献
940.
Peer response is viewed as an important aspect of writing instruction. Several meta-studies indicated that peer response is effective. However, these studies did not focus on the specific aspects of peer response that made it effective. The present review analyzes the effects of instructional factors accompanying peer response in 26 studies on writing proficiency. Three theoretical perspectives are distinguished: a cognitive, a social-cognitive, and a genre perspective underlying the reviewed studies. In all studies, additional instruction in strategies, rules for interaction, genre knowledge, or a combination of these instructional aspects to writing with peer response is provided. Peer response with such additional instruction seems effective compared with individual writing. Recommendations for future investigations are directed to methodological issues for comparing the effects of separate instructional components for writing with peer response. In addition, it is advised to direct future studies towards more controlled research into the effects of instruction in genre knowledge on writing with peer response. 相似文献