Die Kinder- und Jugendhilfe hat den Auftrag, Partizipation von Kindern und Jugendlichen zu fördern. Dabei sind ihre Organisationen, die institutionalisierten Regeln folgen, selbst herausgefordert, ...Mit- und Selbstbestimmung von Kindern und Jugendlichen sicherzustellen. Der Band beleuchtet die unterschiedlichen Anlässe, Ziele, Strukturen und Formen sowie Herausforderungen von Partizipation in den verschiedenen Handlungsfeldern der Kinder- und Jugendhilfe.
Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 ...meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d = -0.38, 95% CI -0.44, -0.31). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d = 0.30, 95% CI 0.23, 0.36). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do. (Contains 4 tables.)
Mathematics and statistical skills are crucial to daily life. However, many students found mathematics difficult to learn and understand. This research aimed to find relationships between mathematics ...and statistical attitudes and emotional dimensions, such as anxiety or self-efficacy. The sample consisted of two groups: the first group was formed by 276 Spanish students (75.7% female with an average age of 19.92 years) from different degrees at the University of Granada and the second one by agroup of 19 secondary school students from of a Secondary School in Granada, Spain (57.9% male students between 14 and 16 years of age from a public school). The instruments applied were a scale of attitude toward mathematics, a scale of attitude toward statistics, a scale to assess mathematical anxiety, and a scale to assess self-efficacy. An artificial neural network for the backpropagation algorithm was designed using dependent variable. The results showed a negative impact of anxiety on those attitudes, while self-efficacy had a positive impact on those mentioned attitudes. Therefore, emotional education is important in the well-being, and teaching in mathematics. The usefulness of the innovative neural network analysis in predicting the constructs evaluated in this study can be highlighted.
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of ...teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular ...education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. Experiencing more protective factors was associated with finding it easier to cope and teach. In comparison to White teachers, Black teachers reported better mental health, more protective factors, less of a negative impact of stressors, and more of a positive impact of protective factors. Lack of connection and online teaching challenges were the most difficult aspects of teaching during the pandemic; support from coworkers and administrators were the most helpful. Recommendations to support teachers are discussed.
Impact Statement
Teachers experienced considerable stress as a result of the COVID-19 pandemic, which was related to poorer mental health, coping, and teaching. At the same time, teachers reported resiliencies, which were related to better coping and teaching. Supporting teachers' well-being is critical to prevent significant adverse consequences for teachers, their students, and the education system as a whole.
Supplemental data for this article is available online at
http://dx.doi.org/10.1080/2372966X.2020.1855473
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Achievement goal theory originally defined performance-approach goals as striving to demonstrate competence to outsiders by outperforming peers. The research, however, has operationalized the goals ...inconsistently, emphasizing the competence demonstration element in some cases and the peer comparison element in others. A meta-analysis by Hulleman et al. (2010) discovered that students' academic achievement was negatively predicted by performance-approach goals that focus on appearing talented, but positively predicted by performance-approach goals that focus on outperforming peers. The present meta-analysis extends that pattern to numerous other educational outcomes, such as competence perceptions and self-regulation. It does so while also removing a confound (i.e., the sample's mean age) that varies systematically along with the type of performance-approach goal measure employed in studies. Discussion explores when and why the 2 types of performance-approach goals are most likely to diverge versus converge. It also considers 2 potential directions that goal theory can take to incorporate the 2 performance-approach goals.
The aim of this paper is to comprehensively reconstruct the reception of postmodernism in Peter McLaren’s critical/radical pedagogy. On a more general level, the article discusses the pedagogical ...perils of uncritical infatuation with poststructuralist and postmodernist principles of dismantling grand metanarratives and debunking the notions of truth, totality, and universalism and replacing them with the notions of pluralism and perspectivism. The author seeks to verify the statement that McLaren’s response to postmodern developments in philosophy and social theory is in as much similar to that of Henry Giroux’s that it produces a project of education informed by postmodern ideas. The thesis – advanced in the mid 1990s by Tomasz Szkudlarek – is refuted on the basis of thorough a analysis of both earlier and more contemporary texts of McLaren where the main tenets of postmodern theory are severely criticized. The argument about the evolution of McLaren’s thought from a cautious appropriation of some elements of postmodernism to its downright condemnation is supported by the theory of its increasing radicalization under the influence of Marxism. The alternative to the illusory radicality of postmodernism – denounced as affirming the status-quo – is “pedagogy of revolution,” which emerges as strictly political, interventionist praxis whose aim is no longer discourse analysis but concrete social struggle against the oppressive capitalist class relations.
Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. ...Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over 4 waves within 1 school year. Achievement emotions (T1 and T3) and test performance (T2 and T4) were measured alternately. Academic buoyancy was measured at T3. A structural equation model showed negative relations of anxiety to subsequent test performance and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement.
Educational Impact and Implications Statement
In classroom settings, multiple emotions such as enjoyment, boredom, and anxiety may occur. Among these emotions, anxiety is especially important for students' achievement in mathematics according to this study with elementary schoolchildren. Reducing anxiety would be beneficial for students' achievement, for example through fostering their adaptive responses to failure and increasing perceptions of control. The findings also suggest that developing academic buoyancy can benefit the achievement of students with mild forms of anxiety.
Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking, cognitive maps (e.g., ...concept maps, reasoning maps) have been used to externalize thinking and have shown promising effects in terms of improving inquiry task performance. However, few studies have analyzed student-constructed maps that reflect the thinking underpinning students’ inquiry task performance. This study aimed to address this gap. Sixty-nine 11th grade students worked in small groups to explain a fish die-off phenomenon in a virtual ecosystem and collaboratively constructed an integrative cognitive map to facilitate thinking during the task. The map comprised a concept map (representing conceptual thinking about relevant subject knowledge) and a reasoning map (representing the reasoning process). Regression analyses showed that the quality of the student-constructed maps, particularly the reasoning maps, was a significant predictor of inquiry task performance assessed based on students’ written explanations of the phenomenon. Although the quality of the concept maps was not a significant predictor of inquiry task performance, it did predict the quality of the reasoning maps. Student thinking reflected in concept mapping and that reflected in reasoning mapping play different roles in inquiry learning.
In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts ...on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average weighted ES for 13 writing interventions. To be included in the analysis, a writing intervention had to be tested in 4 studies. Six writing interventions involved explicitly teaching writing processes, skills, or knowledge. All but 1 of these interventions (grammar instruction) produced a statistically significant effect: strategy instruction (ES = 1.02), adding self-regulation to strategy instruction (ES = 0.50), text structure instruction (ES = 0.59), creativity/imagery instruction (ES = 0.70), and teaching transcription skills (ES = 0.55). Four writing interventions involved procedures for scaffolding or supporting students' writing. Each of these interventions produced statistically significant effects: prewriting activities (ES = 0.54), peer assistance when writing (ES = 0.89), product goals (ES = 0.76), and assessing writing (0.42). We also found that word processing (ES = 0.47), extra writing (ES = 0.30), and comprehensive writing programs (ES = 0.42) resulted in a statistically significant improvement in the quality of students' writing. Moderator analyses revealed that the self-regulated strategy development model (ES = 1.17) and process approach to writing instruction (ES = 0.40) improved how well students wrote. (Contains 2 tables.)
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