1,721,019 research outputs found
Wenn Eltern ihre Kinder schlagen - Veränderungen elterlicher Gewaltanwendung und Zusammenhänge mit dem Gewaltverhalten Jugendlicher von 1998 bis 2002 in der Schweiz
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Cannabisgebrauch und psychische Gesundheit – eine epidemiologische Untersuchung in der Schweiz
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Chancen und Risiken von Lernzielreduktion und Nachteilsausgleich: Ausgewählte Ergebnisse einer Berner Längsschnittstudie zu Vergabe und Auswirkungen integrativer schulischer Massnahmen
Full text linkDer Artikel diskutiert die Chancen und Risiken der konträren Massnahmen Lernzielreduktion (RILZ) und Nachteilsaus- gleich (NAG) anhand zentraler Ergebnisse einer Berner Längsschnittstudie. Es zeigt sich, dass der Erhalt der Massnah- men mit der sozialen Herkunft der Lernenden zusammenhängt, was Bildungsungleichheiten verstärken kann. Im Ge- gensatz zum NAG ist RILZ mit verschiedenen Risiken verbunden, unter anderem mit einer geringeren Einschätzung des kognitiven Potenzials der Lernenden durch die Lehrpersonen und einer negativen Entwicklung der Schulleistung und des akademischen Selbstkonzepts. Lehr- und Fachpersonen sollten daher für Vergabemechanismen und Wirkungen die- ser Massnahmen sensibilisiert sein und diese umsichtig einsetzen
Variations on the Author
Full text link“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
Promoting inclusion of peers with special educational needs: effects of a curriculum-based diversity awareness program
Full text linkStudents with special educational needs (SEN) often face rejection from peers. Research suggests that intervention programs can enhance students’ attitudes and social participation of peers with SEN. However, many teachers lack the resources or time to implement comprehensive programs. The extent to what easy-to-implement teaching units have positive effects is less clear. Based on the Theory of Planned Behavior, this study assessed the effect of a series of classroom lessons based on the teaching resource Prinzip Vielfalt on students’ attitudes, subjective norms, perceived behavioral control (PBC), and their intentions to include peers with SEN.
In a cluster-controlled trial, 51 elementary school classes (3rd–6th grade) were assigned to either the experimental or waiting-control group based on the timing of teachers’ registration for a continuing education course. The experimental group consisted of 34 classes (652 students), where teachers implemented a standardized 12-lesson plan over a 6-week period, while the control group continued with their regular curriculum. Data were collected at three points: pre-test, post-test, and follow-up three months later. Student self-report measures were analyzed using mixed-effects and mediation models in R.
Analyses indicated no significant long-term effects for PBC or inclusion intentions. However, attitudes and subjective norms toward peers with disabilities improved significantly. Further, mediation analyses revealed significant indirect effects of attitudes and subjective norms on inclusion intentions. Thus, while the intervention did not directly influence intentions, it had a positive effect on attitudes and subjective norms, which could enhance inclusive behavior over time. Thus, carefully constructed, accessible, and easy-to-implement teaching resources such as Prinzip Vielfalt demonstrate promising effects on inclusive peer behavior
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