Studia Paedagogica最新文献_第8页

The Role of Language Competence in Building Peer Relationships in Early Childhood: A Social Network Perspective 语言能力在幼儿同伴关系建立中的作用:一个社会网络的视角

Studia Paedagogica Pub Date : 2021-01-01 DOI: 10.5817/sp2021-2-1

Femke van der Wilt, D. Froehlich, Chiel van der Veen

引用次数: 0

Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context 教育政策对科学与环境教育教师职前教育的影响:拉丁美洲背景

Studia Paedagogica Pub Date : 2021-01-01 DOI: 10.5817/sp2021-2-7

María Angélica Mejía-Cáceres, L. Freire

{"title":"Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context","authors":"María Angélica Mejía-Cáceres, L. Freire","doi":"10.5817/sp2021-2-7","DOIUrl":"https://doi.org/10.5817/sp2021-2-7","url":null,"abstract":"This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Classroom Space and Student Positions in Peer Social Networks: An Exploratory Study 同伴社会网络中的教室空间与学生位置:一项探索性研究

Studia Paedagogica Pub Date : 2021-01-01 DOI: 10.5817/sp2021-2-3

Tomáš Lintner, Zuzana Šalamounová

{"title":"Classroom Space and Student Positions in Peer Social Networks: An Exploratory Study","authors":"Tomáš Lintner, Zuzana Šalamounová","doi":"10.5817/sp2021-2-3","DOIUrl":"https://doi.org/10.5817/sp2021-2-3","url":null,"abstract":"The aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Stories of Teachers’ Identity: Between Personal and Professional Experience 教师身份的故事:在个人经验与专业经验之间

Studia Paedagogica Pub Date : 2021-01-01 DOI: 10.5817/sp2021-2-6

Kateřina Lojdová, Katarína Vlčková, J. Nehyba

引用次数: 1

Přijímací řízení na středních odborných školách v období socialistického Československa

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-3

Michal Šimáně, Lenka Kamanová

{"title":"Přijímací řízení na středních odborných školách v období socialistického Československa","authors":"Michal Šimáně, Lenka Kamanová","doi":"10.5817/sp2020-3-3","DOIUrl":"https://doi.org/10.5817/sp2020-3-3","url":null,"abstract":"The topic of this study is the issue of secondary vocational schools in socialist Czechoslovakia. The specific aim of this paper is to capture and interpret the course of the admission procedure and its transformation at this type of school during the 41-year rule of the Communist Party of Czechoslovakia (1948–1989). The research is based on a historiographic approach to the history of everyday life. One of the research methods Studia paedagogica roč. 25, č. 3, 2020 www.studiapaedagogica.cz https://doi.org/10.5817/SP2020-3-3 70 MICHAL ŠIMÁNĚ, LENKA KAMANOVÁ used is an oral history based on interviews with witnesses: teachers who worked at secondary vocational schools during the socialist regime. Our research is further complemented by the study of period legislation and periodicals, such as Odborná škola and Nová škola, and archival sources obtained from the National Archive in Prague. The results of the study provide a previously unrevealed picture of the course and transformation of the admission procedure at secondary vocational schools in socialist Czechoslovakia. They show the ideological interventions of the Communist regime into the form of the admission procedure, for instance through the so-called comprehensive evaluation report of applicants and also through some members of the admission committee. The study pays particular attention to the role of the chairman of the admission committee, which in many cases was held by the headteacher of a secondary vocational school.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43084546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Spolupráce rodiny a školy v době uzavřených základních škol 小学停课时期的家庭和学校合作

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-1

Roman Švaříček, Jana Straková, Cyril Brom, David Greger, Tereza Hannemann, Jiří Lukavský

引用次数: 10

Vztah akademické marnosti a výsledků žáků: různé mechanismy pro matematiku a čtenářskou gramotnost 学业徒劳与学生成绩的关系：数学和阅读能力的不同机制

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-2

Jana Straková, Jaroslava Simonová

引用次数: 0

Citační etika v pedagogickém výzkumu: k vynucování citací a zakládání citačních kartelů 教育研究中的引文伦理：强化引文，建立引文卡特尔

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-7

P. Knecht, F. Tůma

引用次数: 1

Individuální inovační chování a charakteristika pracoviště: potenciál výzkumu inovací ve vzdělávání 个人创新行为与工作场所特征：教育创新研究的潜力

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-4

Gábor Halász

{"title":"Individuální inovační chování a charakteristika pracoviště: potenciál výzkumu inovací ve vzdělávání","authors":"Gábor Halász","doi":"10.5817/sp2020-3-4","DOIUrl":"https://doi.org/10.5817/sp2020-3-4","url":null,"abstract":"Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky 智力人才筛选中教学提名与群体智力测试的一致性问题探讨

Studia Paedagogica Pub Date : 2020-10-26 DOI: 10.5817/sp2020-3-5

Šárka Portešová, Michal Jabůrek, Martin Tancoš, Edita Chvojková, Simona Válková

{"title":"Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky","authors":"Šárka Portešová, Michal Jabůrek, Martin Tancoš, Edita Chvojková, Simona Válková","doi":"10.5817/sp2020-3-5","DOIUrl":"https://doi.org/10.5817/sp2020-3-5","url":null,"abstract":"The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers’ experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers’ ranking of nominated pupils and the pupils’ fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0