Fostering collaborative knowledge construction in a video-based learning setting: effects of a shared workspace and a content-specific graphical representation     

Aemilian Hron  Ulrike Cress  Karsten Hammer  Helmut-Felix Friedrich 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):236-248

  相似文献   

The Role of the Practical Element in Initial Teacher Education     

Friedrich Buchberger  Friedrich W. Busch 《欧洲师范教育杂志》1988,11(2):89-91

  相似文献   

Disciplining the disciplines? How qualification schemes are written up at study program level in Norwegian higher education     

Philipp E. Friedrich  Tine S. Prøitz 《Teaching in Higher Education》2016,21(7):870-886

Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education.  相似文献   

Die Theorie der Selbsterziehung     

Friedrich Schneider 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(1):16-32

  相似文献   

What children need: cooperative religious education in German schools—results from an empirical study     

Friedrich Schweitzer  Reinhold Boschki 《British Journal of Religious Education》2004,26(1):33-44

This article gives a report on a recent empirical study on cooperative religious education in German primary schools. Special emphasis is given to the views, needs, and rights of children. Results from interviews with the children and with the teachers as well as from classroom observation form the basis for the authors' suggestions concerning the future shape of religious education.  相似文献   

Aggressive and prosocial television programs and the natural behavior of preschool children   总被引：1，自引：0，他引：1  

L K Friedrich  A H Stein 《Monographs of the Society for Research in Child Development》1973,38(4):1-64

  相似文献   

Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms   总被引：1，自引：0，他引：1  

Sebre S  Sprugevica I  Novotni A  Bonevski D  Pakalniskiene V  Popescu D  Turchina T  Friedrich W  Lewis O 《Child abuse & neglect》2004,28(1):113-127

OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area.  相似文献   

Educational States of Suspension     

Tyson E. Lewis  Daniel Friedrich 《Educational Philosophy and Theory》2016,48(3):237-250

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test.  相似文献   

BOOK REVIEWS     

Norman Richardson  Dr Friedrich Schweitzer  Dr Peter Doble  Dr Jack Priestley  Dr William K. Kay  Dr Mandy Robbins 《British Journal of Religious Education》2007,29(3):305-321

  相似文献   

Buchbesprechungen     

Werner Hauser  Friedrich Faulhammer  Beatrix Schwar 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(2):63-65

Ohne Zusammenfassung  相似文献