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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No Difference in the Neural Underpinnings of Number and Letter Copying in Children: Bayesian Analysis of Functional Near‐Infrared Spectroscopy Data     

Mojtaba Soltanlou  Andra Coldea  Christina Artemenko  Ann‐Christine Ehlis  Andreas J. Fallgatter  Hans‐Christoph Nuerk  Thomas Dresler 《Mind, Brain, and Education》2019,13(4):313-325

It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience.  相似文献   

The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful     

Nicholas Vernadakis  Andreas Avgerinos  Efi Tsitskari  Evridiki Zachopoulou 《Early Childhood Education Journal》2005,33(2):99-104

Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level. Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.  相似文献   

The effect of team learning behaviours and team mental models on teacher team performance     

Widmann  Andreas  Mulder  Regina H. 《Instructional Science》2020,48(1):1-21

Instructional Science - Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to...  相似文献