Book reviews     

A. G. M. Ishumi  Birgit Brock Utne  Donald P. Ely  Arthur Gillette 《Prospects》1979,9(1):115-121

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Tell Me Why? Existential Concerns of School Shooters     

Birgit Pfeifer  Ruard Ganzevoort 《Religious education (Chicago, Ill.)》2017,112(2):123-135

One of the few recurring characteristics in school shooters’ stories is their expression of existential concerns. Many discuss their hatred of the world and existential loneliness in their manifestos, suicide letters, or social media updates. These expressions—called leaking—are made during the planning period preceding their deed. They are not only important in terms of prevention, but also help us understand the intrinsic meanings in this seemingly irrational and psychopathological behavior. This study offers a content analysis of the existential issues in personal expressions of school shooters prior to their deeds in order to shed more light on their motives.  相似文献   

Quality and inequality of education: Cross-national perspectives
By Jaap Dronkers (ed). Springer, Dordrecht/Heidelberg/London/New York, 2010, 250?pp. ISBN 978-90-481-3993-4 (hbk)     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,11(1):527-528

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Do intelligence and sustained attention interact in predicting academic achievement?     

Ricarda Steinmayr  Mattias Ziegler  Birgit Träuble 《Learning and individual differences》2010,20(1):14-18

Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample.  相似文献   

Globalisation of learning-The role of the universities in the south: With a special look at sub-Saharan Africa   总被引：1，自引：0，他引：1  

Birgit Brock-Utne 《International Journal of Educational Development》1996,16(4):335-346

The first part of the paper discusses the uneven distribution of resources to higher education between the North and South. It then takes up the attitude of the World Bank towards university education in the South and does this by going through several World Bank publications and dwells on the 1994 publication called ‘Higher Education: The Lessons of Experience’. It also discusses the likely effects for the university sector in the South, especially in Africa, of the Jomtien conference on ‘education for all’. The linkage phenomenon between universities in the North and the South is discussed. The following question is raised: Is it at all possible to establish a North South cooperation in the university sector of an empowering kind? Negative as well as positive examples are given. The link that is really missing is then discussed. This is the link between the elites in the country and the people, the link between indigenous knowledge and the imported academic knowledge. This paper argues for a transformation of the universities of the South to include local knowledge. The most common problems of the South can only be understood by analyzing local experiences. A plea is being made for discussing indigenous education. Such a discussion compels us to come to terms with the situation in which even the social construction of a people's reality is and has been constantly defined elsewhere. For Africa to find her way out of the abyss in which she finds herself an alternative national development model is needed. This model is not likely to be found unless the African universities are strengthened and transformed. The transformation would have to do with a strengthening of indigenous research based on local experience.  相似文献   

TIScover – Eine generische Plattform für webbasierte Tourismusinformationssysteme     

Birgit Pr?ll  Werner Retschitzegger und Roland Wagner 《Informatik - Forschung und Entwicklung》2001,16(1):1-13

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THE EFFECT OF KNOWLEDGE LINKING LEVELS IN BIOLOGY LESSONS UPON STUDENTS’ KNOWLEDGE STRUCTURE     

Julia Wadouh  Ning Liu  Angela Sandmann  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2014,12(1):25-47

Knowledge structure is an important aspect for defining students’ competency in biology learning, but how knowledge structure is influenced by the teaching process in naturalistic biology classroom settings has scarcely been empirically investigated. In this study, 49 biology lessons in the teaching unit blood and circulatory system in 9th grade German classrooms were videotaped and analyzed. Before the lesson, a questionnaire was administered to the students to solicit their responses about learning motivation. After the lesson, students’ learning outcomes on knowledge structure were examined with the concept mapping method. The video coding used in this study focused on the knowledge linking levels during the biology lesson. Out of the 49 classes, those with the highest and those with the lowest linking levels were selected based on the coding results. In high-linking classes, interrelated facts were introduced more often in the lessons, whereas in the lessons of the low-linking classes, isolated pieces of knowledge were predominant. The results from the concept mapping task showed that the students in the high-linking classes constructed more correct relations among the concepts compared to the students in the low-linking classes. The results remained stable even after controlling for learning motivation. These findings confirm the importance of teaching interrelated facts and concepts instead of isolated facts for fostering students’ knowledge structure. As a result, based on the Bavarian biology curriculum, we develop materials and programs to enable students, student teachers, and teachers to focus on interrelated facts and basic concepts instead of isolated facts in biology lessons.  相似文献   

A last word about symmetric peace education — A response to a rejoinder     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(3):355-356

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Erratum to: Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-Based Naturalistic Study     

Jigna Nawani  Lena von Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1453-1453

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Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study     

Jigna Nawani  Lena Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451

This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed.  相似文献