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Évaluation nationale du PAI – Rapport final. Sur mandat du Secrétariat d’État aux migrations (SEM)
No full textLe préapprentissage d’intégration (PAI) est une offre transitoire d’un an destinée aux réfugiés reconnus, aux personnes admises à titre provisoire, aux personnes arrivées tardivement en Suisse ainsi qu’aux bénéficiaires du statut de protection S ne disposant pas d’un diplôme reconnu du cycle secondaire II. Lancé en 2018 sous forme de projet pilote par la Confédération, les cantons et les associations économiques intéressées, le PAI a pour objectif de transmettre aux participants des compétences scolaires, pratiques et transversales, en vue de les préparer à intégrer une formation professionnelle initiale sanctionnée par une attestation fédérale de formation professionnelle (AFP) ou un certificat fédéral de capacité (CFC). Ce programme permet également aux entreprises d’attirer de nouveaux apprentis, notamment dans les secteurs confrontés à une pénurie de main-d’œuvre qualifiée. Les éléments clés du PAI sont son orientation pratique vers des champs professionnels, l’alternance entre apprentissage pratique et enseignement scolaire, ainsi qu’un suivi personnalisé. Depuis 2024, le PAI est proposé en tant qu’offre régulière dans
20 cantons
Tendances, défis et possibilités de développement d’un point de vue international. Project CONSENT, Rapport 2
Full text linkIntroducing CACIE: Development of the first Conceptual Assessment of Children’s Ideas about Evolution
Full text linkThe theory of evolution is the core theory of the life sciences. However, due to its counterintuitive nature, learners of all ages have difficulties building coherent knowledge about evolution. Researchers propose to facilitate learning about evolution in school by introducing the topic to children at a younger age to foster learners’ pre-scientific ideas and prevent the establishment of inaccurate beliefs. However, assessment tools that could be used with young children are still lacking. This article presents the development and psychometric evaluation of the interview-based Conceptual Assessment of Children’s Ideas about Evolution (CACIE). The CACIE comprises 20 items about 10 concepts of the evolutionary principles variation, inheritance, and selection. They can be used with six different animal and plant species. The CACIE was tested with 85 children (1) in cross-sectional interviews and (2) in a test-retest design (n = 14). The instrument was developed using an empirically validated theoretical framework, informed by published instruments and interviews, and refined through pilot studies and observations. The assessment showed good agreement between raters and moderate test-retest reliability. The validity evidence for the responses generated by the CACIE is discussed, and guidelines for its use to measure children’s ideas about evolution are provided
High self-control individuals prefer meaning over pleasure
Full text linkThe link between self-control and success in various life domains is often explained by people avoiding hedonic pleasures, such as through inhibition, making the right choices, or using adaptive strategies. We propose an additional explanation: High self-control individuals prefer spending time on meaningful activities rather than pleasurable ones, whereas the opposite is true for individuals with high trait hedonic capacity. In Studies 1b and 1b, participants either imagined (N = 449) or actually engaged in activities (N = 231, pre-registered) during unexpected free time. They then rated their experience. In both studies, trait self-control was positively related to the eudaimonic experience (e.g., meaning) of activities and unrelated to their hedonic experience (e.g., pleasure). The opposite was true for trait hedonic capacity. Study 2 (N = 248) confirmed these findings using a repeated-choice paradigm. The preference for eudaimonic over hedonic experiences may be a key aspect of successful long-term goal pursuit
Selbstreguliertes Lernen am Ende der Grundschulzeit: Selbstberichtete Lernaktivitäten von Schülerinnen und Schülern der 5./6. Klasse
No full textIn einer sich schnell verändernden Welt, in der laufend neue Anforderungen an den Menschen gestellt werden, gewinnt das selbstregulierte Lernen zunehmend an Bedeutung. Bisher liegen jedoch nur wenige Studien vor, welche selbstberichtete selbstregulierte Lernaktivitäten von Schülerinnen und Schülern der 5./6. Klasse differenziert untersuchten. Die vorliegende Studie analysierte, inwiefern 11–12-jährige Lernende (N=757) zustimmen, selbstreguliert zu lernen, und ob diese Zustimmung je nach selbstregulativer Aktivität variiert. Zudem wurden interindividuelle Unterschiede (Geschlecht, Erstsprache, Klassenstufe) sowie der Zusammenhang zwischen selbstberichteten selbstregulierten Lernaktivitäten und dem Leseverständnis geprüft. Hierbei zeigten sich bei sämtlichen Variablen signifikante Unterschiede. Zwischen dem selbstregulierten Lernen und dem Leseverständnis ließ sich bei gleichzeitiger Kontrolle von kognitiven Fähigkeiten kein signifikanter Zusammenhang nachweisen. Die vorliegende Studie stellt einen bedeutenden Beitrag zur Untersuchung von selbstberichteten selbstregulierten Lernaktivitäten von Lernenden der 5./6. Klasse dar und bietet Impulse für zukünftige Forschung sowie praxisrelevante Erkenntnisse für die Schule
Second Language Trajectories in Immigrant Children: Latent Class Growth Analysis
Full text linkThe present study aims to investigate whether there are different second language trajectories among immigrant children and what influences these trajectories. This longitudinal study included 443 children all learning German as a second language (49.9% girls). On average, at T1, the children were 3;6; at T2, 4;9; at T3, 6;2; and at T4, 7;3 years old. Discontinuous piecewise latent class growth analysis revealed four classes: improvement to low-level proficiency, improvement to medium-level proficiency, improvement to high-level proficiency, and permanent high-level proficiency. Class membership was predicted by early childcare attendance, the duration of the parents’ residence in Switzerland, contact with German speakers, the child’s cognitive abilities, and the parental socioeconomic status
Salivary alpha-amylase over cortisol ratio as a longitudinal indicator of work stress and psychosomatic strain in teachers
Full text linkIntroduction: This longitudinal study investigates to what extent salivary alpha-amylase (as an index of the activation of the sympathetic nervous system, SNS), salivary cortisol (as an index of the activation of the hypothalamic-pituitary-adrenal, HPA, axis), and their ratio (reflecting asymmetry between both physiological stress systems) are valid indicators of stress in teachers. Moreover, we pose the question of whether dysregulation of the SNS and HPA axis is associated with individual risk and protective factors of teachers.
Methods: Self-report questionnaires were used to assess personality factors, coping strategies, and perceived psychological and psychosomatic strain, with the latter being reassessed two years later.
Results: The results show that cross-sectionally, alpha-amylase is positively associated with individual risk factors and psychological strain in teachers, whereas cortisol showed no significant correlations. Longitudinally, however, the ratio of alpha-amylase over cortisol was the most consistent indicator of stress in teachers, with higher values predicting a more unfavorable stress experience and psychosomatic strain.
Discussion: In summary, an asymmetry between activity of the SNS and the HPA axis validly indicates work stress and psychosomatic strain in teachers
Rezension: Bernasconi, Tobias (2024): Pädagogik und Rehabilitation bei geistiger Behinderung
No full textTobias Bernasconi intendiert mit dem vorliegenden Einführungswerk, zentrale Themen der Pädagogik und Rehabilitation bei geistiger Behinderung vor dem Hintergrund gesamtgesellschaftlicher Veränderungen zu skizzieren, historisch einzuordnen und zu reflektieren. Dabei wird die Lebenssituation von Menschen mit geistiger Behinderung über die gesamte Lebensspanne betrachtet und an den sonderpädagogischen Leitideen und -prinzipien gespiegelt. Zudem werden spezifische Bedürfnisse und Herausforderungen innerhalb verschiedener Lebensbereiche herausgearbeitet. Bernasconi legt damit eine differenzierte Grundlagendiskussion sowohl als Angebot zur Auseinandersetzung mit den komplex verflochtenen Themen wie auch als Einladung zum Nachdenken und zur kritischen Reflexion vor
Linguistic and global citizenship in Swiss and Brazilian Language Education
Full text linkThis poster will present and discuss an innovative transnational project that aims to contribute to sustainable language education, integrating concepts of linguistic (Stroud, 2018; Lim et al, 2018) and global citizenship (Akkari, A. & Maleq, K., 2020; UNESCO, 2014)). This project is a collaboration between the University of Teacher Education of Lucerne, Switzerland, and two Brazilian universities: the State University of Campinas and the State University of Mato Grosso do Sul. It focuses on developing multimodal teaching materials that combine linguistic and global citizenship, promoting sustainable linguistic practices and addressing social justice issues (Freire, 1970/2018; Riley et al, 2024). By employing the COIL approach (Rubin, 2022), the project facilitates intercultural exchange and collaboration between Swiss and Brazilian students and educators. This experience not only enriches participants' educational experiences, but also promotes awareness of sustainable language education (UNESCO MGIEP, 2017). Main results include the creation of multimodal teaching materials, the development of an ethnographic film and the publication of joint research articles. The project also contributes to the internationalization of teacher training by incorporating perspectives from the Global North and Souths, ultimately improving the quality of language teaching and learning across borders and continents
