Pre-lusory Goals for Games: A Gambit Declined     

Angela J. Schneider  Robert B. Butcher 《体育哲学杂志》2013,40(1):38-46

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Emergence of a Unique German‐Israeli Academic Exchange Programme: Attributes and Dilemmas     

Shlomo Romi  Karlheinz Schneider  Nurith Levy 《Higher Education in Europe》2000,25(4):529-537

This article describes a unique student exchange programme that has been operating for more than five years and which links students in the Department of Non-formal Education at Beit Berl College in Israel and students in the Department of Social Work at Fachhochschule Wiesbaden in Germany. The uniqueness of this programme lies not only in the co-operation between countries but mainly in the form of a professional study programme involving two educational institutions having different approaches and with different methods for the training of social workers that are embedded in different socio-cultural atmospheres and historical traditions. On top of these complexities, there was the need to cope with the question of how to rebuild relations between two societies loaded with the historical heritage of the Holocaust. The focus of this article is on the emergence and the development of the programme and on some of the dilemmas with which it was faced.  相似文献   

Mentoring New Mentors: Learning to Mentor Preservice Science Teachers     

Rebecca Schneider 《Journal of Science Teacher Education》2008,19(2):113-116

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High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept     

Franzis Preckel  Isabelle Schmidt  Eva Stumpf  Monika Motschenbacher  Katharina Vogl  Vsevolod Scherrer  Wolfgang Schneider 《Child development》2019,90(4):1185-1201

Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.  相似文献   

Leisure participation: modelling the decision to engage in sports and culture     

Kirstin Hallmann  Cristina Muñiz Artime  Christoph Breuer  Sören Dallmeyer  Magnus Metz 《Journal of Cultural Economics》2017,41(4):467-487

Participation in sport and participation in cultural activities are usually studied separately. However, since both activities dominate the leisure time of most individuals, it is reasonable to analyse simultaneously the determinants of participation in both activities. Informed by the economic household theory, this study examined the core factors of time, income, human capital as well as several socio-demographic factors. The results showed that there was as small but significant correlation between sports and cultural participation. Thus, both can be described as complementary and competing activities. Leisure time, gender, education, nationality and subjective well-being were significant predictors of both sports and cultural participation. Differences were found for the variables age and income. This paper also describes the characteristics of those individuals who are not likely to participate in either activity and emphasises the importance of social inclusion programmes.  相似文献   

Commentary 2: knowledge integration in mathematics learning: the case of inversion     

Michael Schneider 《Educational Studies in Mathematics》2012,79(3):447-453

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The Classical Era of Modern Chess     

Christoph Wagner 《Sport in History》2016,36(4):533-535

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Using Parallel Merge Sort to Teach Fundamental Concepts in Distributed Parallelism     

G. Michael Schneider 《Computer Science Education》2013,23(2):148-161

This paper describes how the algorithm called parallel merge sort can be used to teach fundamental concepts in the design of parallel algorithms for a network of workstations (NOW). First, the basic algorithm is introduced and its performance studied. Then, through a series of improvements based on a close examination of the algorithm and the underlying communication network, students are shown how performance can be significantly enhanced. This incremental approach lets students observe, first-hand, the critical importance of communication overhead, granularity, latency, and load balancing in designing efficient distributed parallel algorithms for a NOW environment.  相似文献   

Facebook for supervision? Research education shaped by the structural properties of a social media space     

Christoph Pimmer  Jennifer Chipps  Petra Brysiewicz  Fiona Walters  Sebastian Linxen  Urs Gröhbiel 《Technology, Pedagogy and Education》2017,26(5):517-528

This study analyses the use of a group space on the social networking site Facebook as a way to facilitate research supervision for teams of learners. Borrowing Lee’s framework for research supervision, the goal was to understand how supervision and learning was achieved in, and shaped by, the properties of a social networking space. For this purpose, the discourse between supervisor and learners was analysed along with the structural properties afforded by the space. Using the empirical findings and further literature, a conceptual framework was developed that illustrates the ways in which functional supervision, enculturation, emancipation, critical thinking and relationship development are achieved and formed by the interplay of the technological, functional, multimodal and the wider sociocultural, political and sociolinguistic structures associated with social media space.  相似文献   

Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda     

Shailey Minocha  Andreas Schroeder  Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.  相似文献