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Predictors of Psychological Strain and Allostatic Load in Teachers: Examining the Long-Term Effects of Biopsychosocial Risk and Protective Factors Using a LASSO Regression Approach
Get PDFTeacher stress significantly challenges teachers’ health, teaching quality, and students and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers’ psychological strain and allostatic load over two years. The study included 42 teachers (28 female, Mage = 39.66, SD = 11.99) and three measurement time points: At baseline, we assessed teachers’ (a) self-reports (i.e., on personality, coping styles, and psychological strain), (b) behavioral data (i.e., videotaped lessons), and (c) allostatic load (i.e., body mass index, blood pressure, and hair cortisol concentration). At 1- and 2-year follow-ups, psychological strain and allostatic load biomarkers were reassessed. Neuroticism and perceived student disruptions at baseline emerged as the most significant risk factors regarding teachers’ psychological strain two years later, while a positive core self-evaluation was the most important protective factor. Perceived support from other teachers and the school administration as well as adaptive coping styles were protective factors against allostatic load after two years. The findings suggest that teachers’ psychological strain and allostatic load do not primarily originate from objective classroom conditions but are attributable to teachers’ idiosyncratic perception of this environment through the lens of personality and coping strategies
Philosophieren - eine kinderorientierte Forschungsmethode
No full textPhilosophizing with children has attempted to reframe children and childhoods since its inception, with prominent proponents Matthew Lipman (2007), Anne Sharp (Lipman, Sharp & Oscanyan 1980), Gareth Matthews (2008) and many others. All of the people named criticize the common view that children are not capable of rational, independent or moral thinking and are therefore 'deficient'. When they philosophize, children work through conceptual and logical connections and justify judgments ethically. In doing so, they apply exactly those skills that they lack according to a 'deficit-oriented' child image. Philosophizing with children thus shows a different, new image of children and the question "What is a child?" must be approached anew accordingly. For this reason, philosophizing with children and the philosophy of childhood have always been closely intertwined (cf. Gazzard 1996; Gregory et al. 2017). This article aims to show that philosophizing with children can achieve even more with a view to the philosophy of childhood
Fächerübergreifend lernen. Periphere ländliche Räume – Welche Zukunft für die Alpen?
No full textRaum-zeitliche Interdisziplinarität wird im neuen Deutschschweizer Lehrplan 21 im Integrationsfach Natur-Mensch-Gesellschaft (NMG) auf der Sekundarstufe I mit der Perspektive „Räume, Zeiten Gesellschaften“ abgebildet. Da sich die Zukunftsaussichten einer Region nur aus der Bestimmung des Entwicklungspfades aus der zeitlichen Tiefe und der aktuellen räumlichen Ausprägung erschließen lassen, ist dieser Ansatz geeignet, Chancen und Gefahren für die Raumentwicklung auszuloten
Cooperación Sur y Norte globales en pedagogía y antropología: la orientación planetaria en la formación de profesores Global South-North cooperation in pedagogy and anthropology: a planetary orientation in teacher education
Get PDFEn el marco de una cooperación interinstitucional entre la Universidad Pedagógica de Berna (PHBern) en Suiza y la Universidad de Antioquia (UdeA) en Medellín, desarrollamos una propuesta para contribuir a una orientación planetaria de la formación del profesorado, guiada por teorías decoloniales y enfoques que se comprometen críticamente con los órdenes de diferencia existentes. Este artículo se centra en las reflexiones conceptuales, metodológicas y prácticas generadas por la colaboración, a la cual arribamos con nuestro patrimonio académico, intelectual y sociopolítico; lo que nos ha permitido dar cuenta de las tensiones y disputas en torno a conceptos, como el de aprendizaje global; o de estrategias como la movilidad formativa para el conocimiento, la investigación y el intercambio analítico sobre la formación de maestros y maestras desde una perspectiva planetaria para seguir la senda de la pluriversidad
Mindset-Theorie
No full textIn diesem Kapitel stellen wir die Mindset-Theorie vor, die davon ausgeht, dass Menschen unterschiedliche Überzeugungen über die Veränderbarkeit menschlicher Eigenschaften, wie Intelligenz und Persönlichkeit haben. Die Forschung hat gezeigt, dass diese so genannten „Mindsets“ oder „impliziten Theorien“, die häufig nicht einmal bewusst sind, Folgen im Leistungsbereich (z. B. schulische Leistung) und im zwischenmenschlichen Bereich haben (z. B. Aggression). Die Überzeugung, dass Menschen sich verändern können, ist in der Regel (aber nicht immer) vorteilhafter als die Überzeugung, dass menschliche Eigenschaften unveränderbar sind. Wir werden zunächst die kognitiven und motivationalen Mechanismen vorstellen, die erklären, wie diese Überzeugungen so unterschiedliche Auswirkungen auf das Verhalten haben können. Anschließend stellen wir eine Interventionsstudie vor, welche die Mindset-Theorie auf das weit verbreitete Problem des Mobbings anwendet. Diese Arbeiten deuten darauf hin, dass die impliziten Theorien von Jugendlichen zur Veränderbarkeit der Persönlichkeit nachhaltig verändert werden können, was ihnen wiederum helfen kann, besser mit sozial schwierigen Situationen umzugehen
Correlates of Early Handwriting: Differential Patterns for Girls and Boys
Get PDFResearch Findings: Fluent and legible handwriting is associated with longer texts and higher text quality and is therefore an important goal in the primary school curriculum. While girls’ handwriting tends to be more proficient than boys’, potential differences in the correlates of girls’ and boys’ early handwriting are poorly understood. In this exploratory study, we investigated early handwriting (legibility, fluency, and time) and potential motor (fine motor skills, visuomotor integration) and cognitive (executive functions: inhibition, shifting, working memory) correlates in a sample of 118 first-grade children (46% girls, Mage: 7 years, 5 months). We tested gender differences and explored correlates of early handwriting skills of girls and boys.
Extending previous findings, fine motor skills and visuomotor integration were related to early handwriting legibility, fluency, and time. Furthermore, shifting and working memory, but not inhibition, were related to specific handwriting skills. Moreover, girls outperformed boys regarding fine motor skills, visuomotor integration, and handwriting legibility. Interestingly, while the correlates of handwriting were diverse and strong for girls, only a few weak correlates were identified for boys. Practice or Policy: These results lay the ground for tailoring adequate interventions to support girls and boys (differently) in acquiring fluent and legible handwriting
Postdigital disconnects: The discursive formation of technology in education
No full textThis book employs a critical discourse ethnographic approach to map the production of social meaning in digital media in education, drawing on insights from Switzerland to unpack the disconnects that arise in thinking postdigitally and ways forward for rethinking socio-cultural approaches.
Grounded in Foucault-influenced, linguistically-oriented discourse studies, the book calls attention to the ways in which educational discourse has increasingly promoted digital media as a means of justifying curriculum change. Using data from policy documents, participant observation, and interviews, Mathier charts how this rhetoric manifests itself in the combination of top-down policies, on-the-ground implementation, and the lived experiences of students outside the classroom, and, in turn, surfaces broader disconnects. The volume explores how digital education is increasingly shaped by platform capitalism, how young people’s experiences are disregarded in formal knowledge production, and how the prevalence of digital teaching and learning contributes to issues of access and inequality. Through a critical discursive approach, Mathier demonstrates the need for literacy practices in postdigital education to interrogate the ways in which digital media and education are entangled in larger socio-political practices.
This book will appeal to students and scholars in critical discourse studies, critical literacy studies, digital communication, education research, and linguistic ethnography
Das longitudinale Mixed Methods-Design der PICE-Studie (Parental Investment in Children's Education)
Get PDFDie longitudinale Mixed Methods-Studie PICE (Parental Investment in Children's Education) ermöglicht aufgrund ihres innovativen Designs, neue Erkenntnisse zu den Dynamiken zwischen Eltern und Kindern in Transitionsprozessen von obligatorischer Schule zur Erstausbildung und in den Arbeitsmarkt zu gewinnen. Dabei werden Familien mit Migrationsgeschichte mit Schweizer Familien kontrastiert und es wird auf Jugendliche fokussiert, die trotz geringerer familiärer Ressourcenausstattung eine (zumindest zeitweise) erfolgreiche Bildungslaufbahn erlebt haben. Insofern ergänzt PICE die TREE-Studie (Transitionen von der Erstausbildung ins Erwerbsleben) um eine qualitative Vertiefungsstudie mit ausgewählten jungen Erwachsenen und deren Eltern. Im vorliegenden Paper wird die Studie methodologisch verortet, Ziel und Design sowie deren Umsetzung vorgestellt, bevor auf ausgewählte Stärken und Herausforderungen eingegangen wird
Saipanese English: Local and global sociolinguistic trends
No full textIn this volume, the emergence of English in Saipan is examined in the complex context of its colonial past. The focus lies on the influence of the American era on the linguistic outcomes in Saipan. Sociolinguistic interviews with indigenous Chamorros and Saipan Carolinians were analyzed using qualitative and quantitative methods. A general overview of the English spoken in Saipan and detailed analyses of selected morphosyntactic features are presented. The English spoken by the local people presents an interesting transitional phase of English becoming a first language with unique local ‘island’ features. Results shed light on linguistic constraints globally and on social constraints in Saipan that motivate language variation and change locally. This volume contributes to the literature of language variation and change, lesser-known varieties of English, and the description and categorization of emerging English varieties within the canon of World Englishes
Teachers’ Perception of Aggressive Student Behavior Through the Lens of Chronic Worry and Resignation, and its Psychophysiological Stress Consequences. An Observational Study
No full textAggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily reflects teachers' avoidant coping styles, such as chronic worry and resignation. Finally, we examine whether observed and teacher-perceived aggression relates to increased vital exhaustion and psychophysiological stress among teachers (i.e., higher hair cortisol concentration). In an ambulatory assessment study, we administered self-reports to 42 Swiss teachers to assess perceived student aggression, chronic worry, resignation, and vital exhaustion. Additionally, four consecutive lessons per teacher were filmed, and aggressive student behavior in presence of the teacher was coded by four trained external observers. The concentration of cortisol was assessed in hair samples. Results showed that teacher-perceived and observed aggression were moderately associated. Observed aggression was related to teacher perceptions to a much lesser extent than teachers' avoidant coping styles, that is, chronic worry and resignation. While teacher-perceived student aggression was associated with teachers' self-reported vital exhaustion, we did not find any significant association with hair-cortisol concentration. Our findings suggest that teachers perceive student aggression through the lens of their coping styles. Teachers' dysfunctional coping styles are associated with an overestimation of student aggression. Teachers' overestimation of student aggression relates to higher levels of vital exhaustion. Therefore, it is crucial to identify and change teachers' dysfunctional coping styles to prevent a vicious cycle of dysfunctional teacher–student interactions