1,720,960 research outputs found
Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Academic Education - the Role of Workplace Factors
No full textContext: Enthusiasm has been noted to increase productivity and quality at work. In teachers' work, this has a connection to student learning and motivation, as well as teaching quality. In the context of Finnish vocational education and training (VET), research on enthusiasm appears especially topical and relevant because of the ongoing wide reform with emphasis on productivity and efficiency. Approach: In this study, Finnish VET teachers' enthusiasm at work was studied qualitatively. Three research questions were set for this study: (1) How do VET teachers describe their enthusiasm?; (2) What factors strengthen their enthusiasm, according to their descriptions?; and (3) What factors weaken their enthusiasm, according to their descriptions? Altogether, 103 teachers who voluntarily participated in the study completed an online questionnaire on enthusiasm. The data were analyzed through qualitative content analysis. Findings: According to the results, the teachers who participated in the study were very interested in their work. They wanted to share how they experienced enthusiasm in their work. Their enthusiasm manifested as their willingness to develop their skills and expertise. It also showed in their dedication, good job performance, and positive feelings about their work. Student encounters, a positive atmosphere, and work interactions were the main sources of enthusiasm. Lack of resources, changes, cuts in the VET budget, and a lousy work atmosphere weakened enthusiasm. Conclusion: The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm.54264284www.ijrvet.ne
Überfachliche Kompetenzen im Übergang von der Schule in die Berufsbildung. [Transferable skills in the transition from school to work]
No full textYoung people’s reasoning and career decisions in favour of a school-based education instead of an apprenticeship
No full textHow apprentices adapt to the work group in a training company: an in-depth study on the social integration of apprentices and the role of their social competence
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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Förderung ab Geburt: Zürcher Equity Präventionsprojekt Elternbeteiligung und Integration ZEPPELIN 0-3
No full textIn Switzerland, social background and educational career are closely correlated. Against this background, the study ZEPPELIN aims at addressing the problem of inequality from the beginning, i.e., children’s birth. The longitudinal intervention study examines whether selective prevention efforts increase educational opportunities of children from families in psychosocial risk constellations. Background Compared to other European countries, the relationship between family background and educational achievement is especially high in Switzerland and Germany (OECD, 2005). Furthermore, a quite large number of these children are assigned to special education classes or schools (European Agency, 2010). So far, measures addressing this problem only at school age show little effect (Moser & Lanfranchi, 2008). Therefore, disparities in education arising from family background should be addressed at an early age. Early childhood care and education interventions thus focus on the prevention of learning and achievement disorders due to unfavorable starting conditions by strengthening parenting competencies. Objectives ZEPPELIN is an intervention study in collaboration with the Office of Youth and Career Counseling Services (Amt für Jugend und Berufsberatung, AJB) with the following objectives: First, interdisciplinary early recognition of children jeopardised in their development for psychosocial reasons. Second, intensive and case-related early support of these families, in order to increase the long-term educational opportunities of the children. Both objectives are examined by the means of efficacy evaluation. Research question Based on the PPCT design according to Bronfenbrenner and Morris (2006) – which considers development as an interaction between person and environment within the context of socio-spatial and timely conditions – ZEPPELIN 0-3 focuses on the question if early support programs affect the development of children (age 0-3) in families with psychosocial risk constellations, and how families and homes are a place of learning and teaching. Intervention An interdisciplinary network of professionals from psychosocial care and medical services is implemented in order to early recognize and recruit families at risk. Early support is provided with the program Parents as Teachers (PAT). PAT meets the most important criteria of effective ECCE programs: a) early start, b) continuity, c) possibility for individualization, d) professionalism of the staff, e) language support, and f) low-threshold access via home visits. Research The study examines the effectiveness of the intervention in a longitudinal experimental design. In this randomized controlled trial (RCT) quantitative and qualitative measures are used in order to examine group differences between an intervention and a control group. The following measures are used to evaluate the effects of the intervention on child development and family functioning at four measurement points (i.e., t0 3-6 months after birth (baseline) and t1, t2, t3, around 12, 24 and 36 months after birth): assessment of stressors and resources (t0), quality of parent-child interaction (t0-t3), infant motor and language developmental test, home environment, and questionnaires assessing parental competencies and attitudes (t1-t3). Follow-ups of the study are planned upon children enter secondary school (ZEPPELIN 5-9 at 12-13 years of age). Importance Family and education policy stresses the importance of early support of disadvantaged children. ZEPPELIN is the first Swiss longitudinal study with a randomised controlled trial in the field of early intervention evaluation research comprising an intervention and a control group. Funding Intervention (4 years/ CHF 2.5M.): Educational Board Zurich (AJB), Lottery Fund of the Canton of Zurich, Federal Office for Migration, Jacobs Foundation, Mercator Foundation Switzerland, Ernst Göhner Foundation, Vontobel Foundation; Research (3 years, CHF 601’000): Swiss National Science Foundation. Under the patronage of the Swiss Commission for UNESCO.Angesichts der nach wie vor sehr engen Verknüpfung von familialer Herkunft und Bildungslaufbahn in der Schweiz soll das Grundproblem der ungleich verteilten Bildungschancen von Beginn an, das heisst ab Geburt des Kindes bei der Familie als Bildungsort angegangen werden. Zu diesem Zweck wird in der longitudinal angelegten Interventionsstudie ZEPPELIN die Frage untersucht, ob Massnahmen der selektiven primären Prävention ab Geburt die Bildungschancen von Kindern aus Familien in psychosozialen Risikokonstellationen erhöhen. Ausgangslage: In keinem europäischen Land ausser Deutschland sind die Bildungschancen derart eng mit der sozial-familialen Herkunft verbunden wie in der Schweiz (OECD, 2005), und in keinem anderen Land sind die Aussonderungsquoten von Schulkindern aus sozial benachteiligten Familien so hoch (European Agency, 2010). Die in der Schweiz ergriffenen schulischen Massnahmen zur Förderung von Kindern mit ungünstigen Lernvoraussetzungen zeigten bislang nur wenig Wirkung (Moser & Lanfranchi, 2008). Daher soll das Grundproblem der herkunftsbedingten Bildungsdisparitäten bereits im frühkindlichen Alter angegangen werden, weshalb sich unser Fokus auf die Vorbeugung schulischer Lern- und Leistungsstörungen aufgrund ungünstiger Startbedingungen verschiebt. Ins Blickfeld rücken Massnahmen zur frühkindlichen Bildung, Betreuung und Erziehung (FBBE). Bei Kleinkindern geschieht das primär über die Stärkung elterlicher Erziehungskompetenzen. Ziele: ZEPPELIN ist ein Interventionsprojekt der Hochschule für Heilpädagogik Zürich (HfH) in Zusammenarbeit mit der Bildungsdirektion des Kantons Zürich (Amt für Jugend und Berufsberatung, AJB) im Bereich der selektiven primären Prävention. Erstes Ziel im Rahmen der Intervention ist die interdisziplinäre Früherkennung von Kindern, die aus psychosozialen Gründen in ihrer Entwicklung gefährdet und insofern von Behinderung bedroht sind. Das zweite Ziel ist die frühe Förderung dieser Kinder mit dem Programm "PAT - Mit Eltern lernen", um ihre Bildungschancen langfristig zu erhöhen. Im Rahmen der Wirkungsevaluation wird geprüft, inwiefern diese beiden Ziele erreicht werden. Fragestellung: In Anlehnung an das PPCT-Design nach Bronfenbrenner und Morris (2006) - in welchem Entwicklung als Interaktion zwischen Person und Umwelt im Kontext sozialräumlicher und zeitlicher Bedingungen aufgefasst wird - steht bei ZEPPELIN 0-3 die Frage im Zentrum, welche Effekte Massnahmen der frühen Förderung auf die Entwicklung von 0 bis 3-jährigen Kindern aus Familien in psychosozialen Risikokonstellationen haben und über welche Wirkmechanismen im Bildungsort Familie allfällige Effekte zum Tragen kommen. Vorgehen Intervention: Aufbauend auf den Erfahrungen aus der (gegenwärtig laufenden) Machbarkeitsstudie ZEPPELIN/M soll in der Hauptstudie ZEPPELIN 0-3 zur Früherkennung von Familien in psychosozialen Risikokonstellationen ein interdisziplinäres Netzwerk implementiert werden, das sich aus Akteuren aus dem medizinischen und psychosozialen Versorgungsfeld zusammensetzt. Zur frühen Förderung dieser Familien haben wir das Programm PAT gewählt, das die wichtigsten Kriterien wirksamer FBBE-Programme erfüllt: a) frühzeitiger Beginn, b) Kontinuität, c) Individualisierungsmöglichkeiten, d) Professionalität des Personals, e) Berücksichtigung der Sprachförderung und f) niederschwelliger Zugang mittels Hausbesuchen. Vorgehen Forschung: Um obige Fragestellung zu beantworten und die Zielerreichung zu überprüfen, ist ZEPPELIN längsschnittlich angelegt. In einer randomisiert kontrollierten Versuchanordnung (RCT) sollen qualitative und quantitative Verfahren eingesetzt werden, um mittels Vergleichen zwischen Interventions- (N=132) und Kontrollgruppe (N=84) Effekte auf die Entwicklung der Kinder und die Wirkmechanismen im Bildungsort Familie zu evaluieren. Folgende Instrumente sind bei ZEPPELIN 0-3 geplant: Zwischen dem 3. und 6. Lebensmonat eine Einschätzung der Belastungs- und Schutzfaktoren; ab dem 3. Lebensmonat Videoanalysen zur Ermittlung der Qualität der Eltern-Kind-Interaktionen; rund um die ersten drei Geburtstage der Kinder jeweils Entwicklungstests, Skalen zur Einschätzung der elterlichen Versorgungskompetenz, der Erziehungseinstellung und des Anregungsgehalts im häuslichen Umfeld. Es ist vorgesehen, die Studie longitudinal weiterzuführen und Messungen bis in die SEK I vorzunehmen (ZEPPELIN 6-7; 12-13). Relevanz: ZEPPELIN ist zum einen aktuell, da frühe Förderung benachteiligter Kinder regelmässig auf der bildungs- und familienpolitischen Agenda steht. Zum anderen ist ZEPPELIN aufgrund der bestehenden Forschungslücken in der Schweiz relevant und originär, da hier zum ersten Mal ein FBBE-Programm zielgruppenspezifisch ab Geburt durchgeführt und in einer experimentellen Feldstudie evaluiert wird. Finanzierung der Intervention (4 Jahre/Fr. 2,5 Mio): Bildungsdirektion Zürich (AJB), Lotteriefonds des Kantons Zürich, Bundesamt für Migration, Jacobs Foundation, Stiftung Mercator Schweiz, Ernst Göhner Stiftung. Finanzierung der Forschung (3 Jahre/Fr. 601'000): Schweizerischer Nationalfonds. Unter dem Patronat der Schweizerischen UNESCO-Kommission
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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