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Chiara Bove Bente Jensen Olga Wysłowska Rosa Lisa Iannone Susanna Mantovani Małgorzata Karwowska-Struczyk 《European Journal of Education》2018,53(1):34-45
This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes. 相似文献
123.
Anna Bjerkefors Olga Tarassova Johanna S. Rosén Pascal Zakaria Anton Arndt 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):414-427
The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (IntL), high (IntH) and maximal (IntM) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for IntH compared to IntL and for IntM compared to IntL in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (IntL 59.3 ± 6.3; IntH 108.0 ± 6.8; IntM 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output. 相似文献
124.
Erin E. Boyd Olga Casey Ruth Elder Jana Slay 《Cataloging & classification quarterly》2013,51(1-3):202-213
With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses. 相似文献
125.
Sebastian Brückner Manuel Förster Olga Zlatkin-Troitschanskaia Roland Happ William B. Walstad Michio Yamaoka 《Peabody Journal of Education》2013,88(4):503-518
Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects cross-nationally between Germany, Japan, and the United States. To assess economic content knowledge of higher education students, we used translated, adapted, and validated versions of the Test of Understanding in College Economics (TUCE, 4th ed.), an instrument that is commonly used internationally. We found gender effects on test scores in all three countries; effects were larger in Germany and the United States than in Japan. Gender effects were generally more pronounced on the numeracy subscale than on the literacy subscale, that is, male students had a greater edge over female students when items required calculations. In our conclusion, we discuss how numeracy and literacy items may tap different abilities. 相似文献
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European Journal of Psychology of Education - Children are exposed to symbolic media, such as printed or electronic pictures. The purpose of this research was to compare children’s learning... 相似文献
128.
Respiratory sinus arrhythmia (RSA) and heart period were evaluated in 5-month-old infants (N = 40) during interaction challenges requiring affective adjustment. The paradigm consisted of four 2-min experimental conditions designed to elicit behavioral and autonomic responses to object-mediated (Picture Attention and Toy Attention) and person-mediated (Still Face and Social Interaction) engagement. The data demonstrated that autonomic state systematically changed during engagement and disengagement with the environment. During the object-mediated challenge, increases in RSA were uniquely related to positive engagement. During the person-mediated challenge, there was a more complex integration of autonomic and behavioral responses characterized by concordant increases and decreases in RSA, heart period, positive engagement, negative affect, and motor activity. When participants were partitioned into two groups, based on their RSA response pattern during the person-mediated challenge, only participants who exhibited a pattern of RSA decrease from Toy Attention to Still Face followed by a rapid recovery during Social Interaction demonstrated regulation of behavioral activity, including concordant recovery from stress. These findings provide additional empirical support for the role of vagal regulation of the heart in the modulation of affective adjustment and engagement behavior. 相似文献
129.
Sören Frappart Mylène Moine Saïd Jmel Olga Megalakaki 《Environmental Education Research》2018,24(3):378-405
The aim of the present study was to gain an insight into French young people’s conceptual development regarding the greenhouse effect. Because this effect cannot be directly manipulated, we can assume that its conceptualization is mainly shaped through the sharing of information. Eighty French students from Grade Seven through to adulthood responded to statements in a questionnaire on the greenhouse effect’s causes, consequences and solutions. Unlike in previous studies, participants were asked to justify their choices, as some of the statements were quite complex. Results showed that performances improved with grade, mainly between Grade Nine and adulthood, although participants continued to have a weaker grasp of the causes of the greenhouse effect than of its consequences and solutions. Participants’ justifications also showed that they misunderstood some of the statements. 相似文献
130.
Kevin van der Meulen Daniel Brugman Olga Hoyos Cristina del Barrio 《Infancia y Aprendizaje》2019,42(2):337-373
Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate. 相似文献