This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.
Abstract Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected. 相似文献
This study involved the development of the Stages of Change in Relationship Status (SOCRS) measure in 2 samples of college students. This scale is designed to measure how individuals progress through stages of change when terminating violent and nonviolent intimate relationships. Results indicated that the SOCRS is a reliable and valid tool to assess stages of change consistent with the guiding theory. Implications for practice are discussed. 相似文献
In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universit?ten) and??since the 1970s??universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students?? academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N?=?1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-W??rttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-W??rttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings. 相似文献
International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science.
New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads
in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand
students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development
tradition around student ideas in science education, but recently, there has been increased recognition at the policy and
practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation
to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students
in science. This orientation involves considering classrooms as sites for students working through the development and performance
of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways
forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities
for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student
funds of knowledge and strategies for breaching the classroom walls. 相似文献
Since the late 1990s, broad discussions on education and educational quality have given impetus to the implementation of many
new measures aimed at the improvement of schools in Germany. In this context, school inspections have been introduced in all
16 German federal states during the last 6 years. In the meantime, scientific research into the functioning of this steering
instrument has begun. In this article, first empirical findings on the effects of school inspections in Germany are presented
by drawing on a survey study with 468 principals of schools in the federal state of North Rhine-Westphalia that were externally
evaluated during the years 2005 to 2008. Findings indicate that school inspection results are considered by a large group
of stakeholders within schools and that they are discussed in different settings. In many schools, development measures have
already been planned and implemented. Moreover, first effects are perceived in different fields. On the whole, findings agree
with the results of two thematically related German studies but draw a less heterogeneous picture than the international research
context. 相似文献
ABSTRACT This paper deals with the disclosure of subaltern thinking in current German-language textbooks for religious education. For the hermeneutical framing of this analysis, the approach of a postcolonial reading is particularly profitable. Obvious hierarchical relationships from clearly up and down can consequently be made visible and their presumed self-evidence unmasked. Even hidden hegemonic forms of expression can be uncovered in this way. With regard to current theology and religious education racism and misogyny, environmental degradation and sexual exploitation are attitudes that have already and almost as amatter of course been taken up critically. They are pedagogically reflected and attempted to overcome by using counter-models such as cultural diversity, equal rights, sustainability and sexual self-determination.In exciting contrast to this there are still nowadays textbooks used with remnants of exactly such formats of colonial thoughts. We argue that decolonising schoolbooks can be a useful part of decolonising the religious education curriculum. The schoolbook analysis carried out for this purpose is structured by four leading categories: Anthropological assumptions (1), religious classifications and interpretations (2), conceptions of culture and its hybridity (3) and finally the relationship to creation and environment (4). Textbooks from primary, secondary and vocational schools were examined. 相似文献
This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches. 相似文献