排序方式： 共有114条查询结果，搜索用时 187 毫秒
81.
Irene Neumann Bettina Rösken-Winter Malte Lehmann Christoph Duchhardt Aiso Heinze Reinhold Nickolaus 《Peabody Journal of Education》2013,88(4):465-476
This article reports about our efforts to determine engineering students' competence in mathematics. Our research is embedded in a larger project, KoM@ING–Modeling and developing competence: Integrated IRT based and qualitative studies with a focus on mathematics and its usage in engineering studies, within the program Modeling and Measuring Competencies in Higher Education (KoKoHS). KoKoHS provides the umbrella organization of several research projects addressing the modeling and measuring of competences at the college level. KoM@ING aims to model the role of engineering students' mathematical competences for their studies from both a quantitative and a qualitative perspective.Here, we report the development of a large-scale instrument assessing engineering freshmen's competence in mathematics by applying Rasch analysis to determine measures for item difficulties and student abilities. Several analyses were performed to provide insights into the measures' reliability and validity. In particular, to examine cognitive validity, we scrutinized students' think-aloud protocols when solving the items to investigate their problem solving abilities as a proxy for item difficulty. Overall, we found first evidence that our instrument is suitable to assess engineering freshmen's competence in mathematics. This instrument may be helpful to conduct further research and to inform those concerned with college organization and policy. 相似文献
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Bettina Peacemaker Sue Robinson Emily J. Hurst 《College & Undergraduate Libraries》2016,23(1):101-108
Academic libraries worldwide use social media to inform and connect with users. Virginia Commonwealth University (VCU) Libraries is no different and must keep up with rapidly evolving platforms and user expectations. When our presence stretched across twenty-two channels, we needed to ensure that social media efforts were managed in the most effective and efficient manner possible. To develop a research-based, unified vision for communication for new media, we scanned the literature in the library and public relations fields and then surveyed librarians to address identified gaps. Based on results, we offer recommendations focused on best management practices and strong content strategies. 相似文献
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Die Stellung der Akkreditierungsbehörden im Hochschulrecht – ein Fehler der Verfassungsgesetzgebung?
Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(6):165-170
Durch das "Bundesverfassungsgesetz, mit dem das Bundes-Verfassungsgesetz geändert und ein Erstes Bundesverfassungsrechtsbereinigungsgesetz erlassen wird", BGBl I 2008/2, wurden die Verfassungsbestimmungen des FHStG und des UniAkkG über die Weisungsfreistellung der genannten Akkreditierungsorgane in einfache bundesgesetzliche Bestimmungen umgewandelt. Der Beitrag geht der Frage nach, ob diese Umwandlung zu einem verfassungswidrigen Zustand geführt hat. 相似文献
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Burkhard Priemer Katja Eilerts Andreas Filler Niels Pinkwart Bettina Rösken-Winter Rüdiger Tiemann 《Research in Science & Technological Education》2020,38(1):105-130
ABSTRACTBackground: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework.Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving.Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics.Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short.Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a fine-grained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved. 相似文献
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Bettina Dahl 《International Journal of Science and Mathematics Education》2017,15(7):1303-1322
Six US first-year university students in humanities or social science degree programmes were interviewed while solving 4 tasks on continuity and asymptotes in a required mathematics course. The focus was on how the students referred to the definitions or to the concept images when solving the tasks and if partial understandings appeared. Partial understanding denotes when the definition or the concept image has correct parts but essential parts are missing or incoherencies occur. Some students confused continuity with differentiability or perceived it as a graph not having holes, which is also reported by other studies. Another misconception that emerged is to perceive points on the x-axis as non-continuous. The partial understandings of asymptotes were related to the vertical asymptote as it was confused with a function property. Some students referred to the definitions when correctly solving some of the tasks and some students with coherent concept images were successful solving some of the tasks even when they did not refer to the definitions. 相似文献
86.
Hiltrud W. R. Otto Nicole Schuitmaker Bettina Lamm Monika Abels Yan Serdtse Relindis Yovsi Mark Tomlinson 《Child development》2017,88(4):1235-1250
This study introduces a peri‐urban context of poverty to the study of child development in Africa in contrast to the more typical assessments in middle‐class and rural contexts. Spot observations were used to assess universal caregiving behaviors toward seventy‐six 3‐month‐old infants. Results show that middle‐class infants experienced distal parenting behaviors instantiated by mothers, whereas rural children experienced proximal parenting practices in interactions with others. Infants growing up in poverty had mothers and other caretakers involved at mostly low levels. They experienced low levels of body contact, body stimulation, and object stimulation, and high levels of face‐to‐face positions. The study indicates that caregiving in the context of poverty does not necessarily follow familiar pathways and needs to be contextualized accordingly. 相似文献
87.
This research contributes to the intra-organization, inter-organization, and new product development (NPD) management literature by studying the impact of a firm's internal organizational design on the communication within and performance of NPD projects conducted with strategic alliance partners. The empirical data were collected from three in-depth case studies of network lead companies (NLCs) operating in different industries. The three NLCs have different internal organizational designs, ranging from very flexible “organic” to very rigid “mechanistic.” In each NLC, a successful new-to-firm product development project was chosen for further detailed investigation. First, we identify the role the alliance's NPD project characteristics and industry characteristics play in determining the “intensity level” and “media richness” of communication required between the alliance's NPD project partners. Then, we examine how the internal organizational design influences the actual intensity and media richness of communication of the alliance's NPD project that matches our assumptions of what is required. 相似文献
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This article provides an overview of education after and about Auschwitz (Holocaust education)* in Germany in both theory
and practice, with particular attention to three critical areas. The first is the status of research in, as Adorno famously
phrased it, “education after Auschwitz” within the context of contemporary Germany. German society is pluralistic, and is
built on the third and fourth generations of young Germans since the National Socialist Era. These Germans cannot and do not
want to be identified as perpetrators, but they must deal with a strong and growing right-wing extremist movement. The second
area, given these challenges, is the fact that Holocaust education can fail. And finally, the European dimension of Holocaust
remembrance means teaching about Auschwitz in the context of a general effort to resist inhumanity, as well as attempts to
identify the connections between learning after and about Auschwitz, on the one hand, and learning and understanding human
rights as a European and global vision on the other. 相似文献