Die Niederländerin Cora Baltussen (1912–2005) war in den 1960er Jahren eine wichtige Pionierin für die Supervision im katholischen Milieu der Bundesrepublik. Sie lehrte an der Akademie für ...Jugendfragen in Münster.Anhand ihres Lebensverlaufs untersucht diese Arbeit ideengeschichtlich und transnational aus der Akteursperspektive, wie sich die Supervision bis etwa 1970 entwickelte. Besondere Berücksichtigung findet dabei erstmalig der katholische Kontext mit seinem theologischen und anthropologischen Einfluss auf das Supervisionsverständnis. Ferner werden Bezüge zu sozialen Bewegungen hergestellt.
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and ...further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field's rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages.Self-efficacy in the engaged learner.Parental and social influences on engagement and achievement motivation.The engaging nature of teaching for competency development.The relationship between engagement and high-risk behavior in adolescents.Comparing methods for measuring student engagement.An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy. Sandra L. Christenson, Ph.D., is the Birkmaier Professor of Educational Leadership, Professor of Educational Psychology, and faculty member in the School Psychology Program at the University of Minnesota. Her research focuses on interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She is particularly interested in the identification of contextual factors that facilitate student engagement and increase the probability for student success in school, and the identification of the effect of family-school partnership variables. Amy L. Reschly, Ph.D., is an associate professor and training director in the School Psychology Program, Department of Educational Psychology Instructional Technology, at the University of Georgia. Areas of expertise include engagement and dropout prevention; working with families and schools to promote student success; and, Curriculum-Based Measurement (CBM) and Problem-Solving. Cathy Wylie, Ph.D., is a Chief Researcher with the New Zealand Council for Educational Research. She has led the longitudinal Competent Learners project since 1993. Her research interests include the interaction between experiences and student development, and identifying policies that best support school capability to provide engaging and productive learning. Her research into policy includes the impact on schools and students of New Zealand national policies, including the shift to self-managed schools since 1989.
Le champ d’exercice de la psychoéducation consiste notamment à évaluer les capacités adaptatives et les difficultés d’adaptation de la personne. Avant toute prise en charge ou accompagnement, la ...psychoéducatrice ou le psychoéducateur a l’obligation de procéder à une évaluation.
Cet ouvrage présente les concepts d’analyse clinique et de jugement professionnel qui se retrouvent au cœur de la démarche évaluative. Dans la première partie du volume, les auteurs détaillent ces activités cliniques sous l’angle des habiletés requises pour l’analyse et la construction d’un jugement rigoureux. La notion de « risque » est abordée en lien avec le jugement professionnel. La télépratique est également un sujet traité, cette nouvelle façon de travailler qui occupe une place de plus en plus importante en psychoéducation.
Dans la seconde partie, de nombreuses applications pratiques sont exposées. Les illustrations cliniques retenues couvrent différents groupes d’âge et différents problèmes d'adaptation. De nombreux repères sont fournis pour la rédaction des rapports sous différentes formes.
Ce livre s’adresse aux professionnels et professionnelles en psychoéducation, aux équipes de supervision ou d’enseignement et aux stagiaires ou étudiants et étudiantes en psychoéducation.
There are increasing demands on teachers in general education schools, their performance is analysed and evaluated, however the teacher‘s profession still lacks respect in our society. Persistent and ...occupational stress has a negative impact on the psycho-emotional health of teachers, but little attention is paid to this problem in our country. Publications of Lithuanian and foreign scientists in recent years are analysed and the study on teachers' emotional wellbeing and the microclimate of the school are presented in the article. The outcomes of the study revealed that teachers quite often experience emotional stress at work. The main causes of emotional insecurity among teachers are anxiety about the COVID-19 situation in the country, the introduction of distance learning, increased workload and lack of time due to the pandemic. It has also been found that the teacher‘s emotional wellbeing is affected by the microclimate of the school (relationships among community members, working conditions, etc.), the professional activities of the teacher and the constant change in education as well as the personal qualities of teachers. The outcomes of the study confirm the findings of foreign researchers on the challenges of emotional wellbeing of teachers and the need to provide psychological support to meet the needs of schools. It is obvious that there is the need for discussion and a more detailed study of the issue to reveal different aspects of emotional well-being of the teacher.
Over the past two decades, many studies have examined the relationship between perfectionism and academic achievement. However, these studies have yet to be systematically collated and meta-analysed. ...The purpose of the present study was to do so. A literature search returned 37 studies (N=8901) and 156 effect sizes. Random-effects meta-analyses indicated that perfectionistic strivings showed a significant small to medium positive relationship with academic achievement (r⁺ = .24), whereas perfectionistic concerns showed a significant small negative relationship with academic achievement (r⁺ =-.08). One moderator of these relationships was the instrument that was used to measure perfectionism. This was particularly the case for perfectionistic concerns. The findings suggest that the relationship between perfectionism and academic achievement is complex with perfectionistic strivings potentially aiding and perfectionistic concerns potentially hindering students' academic achievement.
In accordance with Ukrainian border guards’ professional competences; they have to speak in English while performing border checks and border surveillance on the state border. Therefore the creation ...of an up-to-date ESP task-based coursebook for border guards was of vital importance to target their needs. The article reflects the key issues connected with the ESP coursebook “English without Borders” for border guards’ development, and offers some guidelines and solutions. Such stages of the ESP coursebook creation as needs analysis, curriculum development, materials selection and coursebook design, coursebook evaluation have been analysed. The structure of the coursebook, the organizing principles of the coursebook, types of tasks, and finally the design of teacher’s notes have been considered. The organization of units in line with the ESP task-based approach has been discussed. The ESP task-based coursebook for border guards training includes such units: “Socializing with colleagues and counterparts”, “Checking travelers’ documents”, “Questioning a traveler”, “Giving advice and recommendations to travelers”, ”Conducting a vehicle/train/vessel/aircraft search”, “Detaining and interviewing irregular migrants”, “Interacting effectively with international counterparts”, “Participating in joint exercises and training”. The information obtained from this paper could be of interest for coursebook writers, ESP curriculum designers, teaching material developers and foreign language teachers.
The dynamics of scientific and technological progress incorporates new content into the goals and objectives of special education in training specialists as creative and thinking individuals. As a ...result, it leads to specific problems that must be solved immediately. There is a need to rethink theoretical and psychoeducational foundations and accumulated practical experience of higher education institutions. The research aims to prove theoretically and to verify the effectiveness of pedagogical conditions for developing technical creativity in future engineering educators experimentally. The pedagogical conditions for developing technical creativity in future engineering educators are as follows: creating appropriate content and nature of teachers’ activities; providing a creative environment for developing technical creativity. It must be noted that 261 students were involved in the experiment (a bachelor’s degree): the control group (CG) consists of 134 students and the experimental group (EG) – of 127 students. Relevant control tests and questionnaires were employed during the experimental stage, which allowed assessing the effectiveness of the proposed activities. According to the results of the calculations, the statistics of the criterion is Тobs. > Тcrit. (14.94>11.34). Thus, with a probability of 0.99, one can argue that the level of technical creativity in EG students differs from the level in CG. Indeed, the high level is 29.92% G and the average level in 53.54%. At the same time, the high and average levels of CG students are 16.42% and 47.76% respectively. The analysis of experimental work shows the expediency of the justified and verified pedagogical conditions for developing the technical creativity in future engineering educators.
oday's students have many interests, such as playing computer and mobile games, watching movies and videos, social networking, messaging, santing photos and videos. Students create photos and videos ...on their own using computer software or smartphones. Modern teenagers are much different from previous generations due to several objective reasons, so there is a need to teach them in a new way, otherwise outdated classical teaching methods become ineffective. As a rule, every teenager has his or her own personal mobile device that he uses mainly for entertainment. Often, students do not realize the great potential of the smartphone and its educational capabilities. The article analyzes the features of modern teenagers according to the theory of digital Generation Z. In the research participated 200 students from 7-9 grades of Kharkiv secondary schools. It is analyzed teenagers’ attitudes to mobile technologies, as well as it is investigated the using of mobile technologies in the study of chemistry in the secondary school of Ukraine. The article highlights the problems that impede the application of mobile technologies for the study of chemistry and outlines the prospects for future research devoted to the use of mobile technologies in the educational process for teenagers learning. The expediency of using mobile educational applications to optimize the learning process is outlined.
PDF
