Contrasting executive function development among primary school children from Hong Kong and Germany

Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong (n = 80) and Germany (n = 90) in a cross-sectional design. Children completed tasks assessing the main components of EF, namely inhibition (child-friendly Stroop task), updating (Object Span task), and shifting (Contingency Naming task). Results of multilevel models showed that all three EF measures differentiated well between younger and older children across the full sample. However, contrary to our hypothesis and previous research, we did not find any significant differences in EF performance between children from Hong Kong and Germany at primary school age. Our findings highlight the possibility that issues related to the measurement of EF and features specific to Hong Kong and Germany underlie our results.

     

An exploration of school communication approaches for newly arrived EAL students: applying three dimensions of organisational communication theory

This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools’ communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the external factors influencing school communication systems; communication models reflected in school structures; and the content of communication between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly arrived Eastern European students, reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information on EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage.     

Self-Efficacy,Dropout Status,and the Role of In-School Experiences Among Urban,Young Adult School-Leavers and Non-leavers

The Urban Review - High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic...     

Profil und Erträge von evangelischen und katholischen Schulen

In diesem Beitrag wird das konzeptionelle Profil von evangelischen und katholischen Schulen beschrieben und es werden diese Schulen mit solchen in ?ffentlicher Tr?gerschaft hinsichtlich ausgew?hlter Bildungs- und Sozialisationsertr?ge verglichen. Anhand der in PISA 2000-E aufgenommenen Schulen in kirchlichter Tr?gerschaft untersuchen wir, inwieweit sich das konzeptionelle Profil dieser Schulen in schulischen Effekten zeigt. Dabei werden Rekrutierungseffekte erfasst, was einen Blick auf die Effizienz der Schulen erm?glicht. Anders als bisher vor dem Hintergrund der Schuleffizienzforschung angenommen, gelingt es diesen Schulen, ihren konzeptionellen Anspruch zumindest in Teilbereichen (Kompetenzvermittlung, Schulklima) umzusetzen. Keine Effekte zeigen sich hinsichtlich der Lernmotivation und des sozialen Lernens.     

Constructing knowledge in the context of BioWorld

BioWorld is a computer learning environmentdesigned for high school biology students. BioWorldcomplements the biology curriculum by providing ahospital simulation where students can apply what theyhave learned about body systems to problems where theycan reason about diseases. Students workcollaboratively at collecting evidence to confirm orrefute their hypotheses as they attempt to solveBioWorld cases. The present study examined students'use of BioWorld to solve problems related to thedigestive system. Analyses of student actions andverbal dialogue were conducted to pinpoint the typesof features within BioWorld that were most conduciveto learning and scientific reasoning. An exploratoryanalysis of the types of assistance provided tostudents by a teacher, researcher, and BioWorld alonewas conducted to examine how scaffolding influencedstudent actions.     

In der Grundschule werden die Weichen gestellt

Motor development is an important part of the holistic development of a child. Empirical evidence over the last 20 years shows a steady decrease in motor ability in primary school children. Therefore we tested six primary school classes in Augsburg with the Deutscher Motorik-Test (DMT). The aim of the study was to develop a risk factor for reduced motor performance capacity (RF-RSL) via regression analyses of endogenous and exogenous variables. Additionally we examined the influence of the RF-RSL on the development of performance in a longitudinal study. The results of the study elucidate that during the considered age the course is set for adequate motor development. If children are overweight, have a TV, a computer or a game console in their room and do not participate in any sports programme they belong to the risk group for RSL. These children in turn fall behind their classmates during the period of primary school.