Sportorganisation trifft Sportwissenschaft     

Dr. Karin Fehres  Andreas Klages  Gudrun Schwind-Gick 《Sportwissenschaft》2012,42(1):50-52

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How do public libraries function as meeting places?     

Svanhild Aabø  Ragnar Audunson  Andreas Vårheim 《Library & information science research》2010

How are libraries used as meeting places, and by whom? Through survey data, six categories of places are identified: the library as a “square,” as a place for meeting diverse people, as a public sphere, as a place for joint activities with friends and colleagues, as a metameeting place, and as a place for virtual meetings. Representative samples of the population in three townships in Oslo, each with a markedly different demographic profile, are surveyed. Multivariate regression analyses are performed to analyze why some people use the library for a range of meetings and others do not, as well as to examine variations in the use of the library for different kinds of meetings. Public libraries are shown to be used for a variety of meetings. Community involvement is more important than township and demographic variables in explaining variations in use of the library as a meeting place. Correlations between low income and low education and high use of the library as a meeting place were found, indicating that the library as a meeting place plays a substantial role in equalizing the possibilities of being an active citizen across social and economic differences. The study contributes to understanding the role of the public library in a multicultural context. The public library as a unique and complex meeting place has important implications for future librarianship.  相似文献   

Challenges to Institutionalizing Participatory Extension: The Case of Farmer Livestock Schools in Vietnam     

Thai Thi Minh  Carl Erik Schou Larsen  Andreas Neef 《The Journal of Agricultural Education and Extension》2013,19(2):179-194

Abstract

Purpose: The objective of this article is to analyze the introduction of participatory extension approaches (PEA) in the predominantly supply-driven, hierarchical Vietnamese extension system. Drawing on the case of the so-called Farmer Livestock School (FLS) concept, the authors investigate the potential and challenges of scaling up and out the FLS/PEA principles of participatory training methods, encompassing intensive and interactive training sessions, group-based sharing of experience, practical learning, and learning-by-doing processes.

Design/Methodology/Approach: The article is based on data collected and synthesized from 36 pilot communes from 2000 to 2007 and draws on the extensive insider experience of two of its authors during their work for a DANIDA-funded livestock project.

Findings: At the micro-scale and with external support, FLS has been a successful experiment of using participatory extension approaches in farmer training and extension in the livestock sector. Yet, possibilities of scaling up and institutionalizing FLS remain a challenge given the capacity and resource limitations and the resistance at various levels within the Vietnamese extension system.

Practical Implications: The starting point for successfully institutionalizing participatory extension approaches should be to assess the existing system's root problems and capacities and then gradually and systematically introduce institutional innovations rather than aiming at a complete overhaul of a system that may result in the creation of a parallel universe.

Originality/Value: The FLS project provided a unique opportunity to study the enabling and constraining factors of institutionalizing participatory extension approaches in a traditionally top-down oriented extension system beyond the immediate duration of an externally orchestrated project.  相似文献   

Comparison of Alternative Channels in Cross Media Publishing     

Andreas Veglis 《Publishing Research Quarterly》2008,24(2):111-123

This paper attempts a direct comparison of the available alternative channels that can be employed in a cross media publishing scheme. More precisely it examines the content, the publishing speed, and the rhythm of the publishing channels. Interesting conclusions are drawn concerning the characteristics of each channel. A new publishing channel is proposed in order to allow newspapers to directly compete with radio and TV channels.  相似文献   

Stichwort: Kompetenzentwicklung im Grundschulalter     

Dr. Friedrich-Wilhelm Schrader  Prof. Dr. Andreas Helmke  Prof. Dr. Ingmar Hosenfeld 《Zeitschrift für Erziehungswissenschaft》2008,11(1):7-29

Keyword: Development of Competencies During Elementary School. The development of scholastic competencies is a topic discussed in the cross-section between the fields of developmental psychology, education, and educational psychology. This article will attempt an overview of the development of competencies during elementary school. After a conceptual clarification of the term competency, the focus will turn to the development of scholastic competencies at elementary school level from a development psychology perspective. Following this, the developmental changes within four basic competence domains, which are central topics of current research, are described: reading, writing, mathematics, and science. Factors affecting the development of scholastic competencies are then discussed, including individual (intelligence, prior knowledge, language) as well as environmental determinants (family, quality of instruction, classroom composition). General as well as differential changes in the four domains are described and illustrated by empirical research results.  相似文献   

Attachment style and mentoring relationships in adolescence     

Stelios N. Georgiou  Andreas P. Demetriou  Panayiotis Stavrinides 《教育心理学》2008,28(6):603-614

This study examined the relationship between adolescents’ attachment style and their decision to enter mentoring relationships. The participants were 569 Greek Cypriot high school students. It was found that adolescents who have a mentor are more secure in their attachment than those who do not. Girls with low scores in secure attachment do not enter easily into mentoring relationships. Older adolescents are more anxious in their attachments, probably because they can better appreciate the possible difficulties if something goes wrong; thus, they are more reluctant to take the risk of starting a mentoring relationship than younger students. Furthermore, secure attachment was found to be positively correlated to the perceived impact of the whole experience: the more secure the attachment, the stronger the mentoring bond seems to be.  相似文献   

National attachment among Berlin and London head teachers: the explanatory impact of national identity,national pride and supranational attachment     

Andreas Pöllmann 《Educational studies》2008,34(1):45-53

The link between formal education and the formation of national attachment is widely acknowledged. Yet, research on teachers’ national attachment is still relatively rare. Based on a comparative analysis of survey data obtained from 281 Berlin and London state secondary school head teachers, this paper proposes a multivariate model in which notions of national identity, levels of national pride and levels of supranational attachment represent predictors of national attachment. The respective statistical analyses reveal striking cross‐national similarities in terms of the individual and joint explanatory impact of these predictors. Other findings concern correlations between different notions of Britishness/Germanness and levels of national attachment, the relationship between national and supranational attachment, and associations between national pride and national attachment.  相似文献   

A Little Autonomy Support Goes a Long Way: Daily Autonomy-Supportive Parenting,Child Well-Being,Parental Need Fulfillment,and Change in Child,Family, and Parent Adjustment Across the Adaptation to the COVID-19 Pandemic     

Andreas B. Neubauer  Andrea Schmidt  Andrea C. Kramer  Florian Schmiedek 《Child development》2021,92(5):1679-1697

This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents (longitudinal N = 469; M_age = 42.93, SD_age = 6.40) of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic.  相似文献   

Regionalization of innovation policy—Introduction to the special issue     

Michael Fritsch  Andreas Stephan 《Research Policy》2005,34(8):1123-1127

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Editorial: the datafication of education     

Juliane Jarke  Andreas Breiter 《Learning, Media and Technology》2019,44(1):1-6

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