Portrait of Peter     

Gerhard Friedrich 《The Educational forum》2013,77(2)

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Consultants’ Learning within Academia: Five devices for the design of university-based learning opportunities for management consultants     

Gerhard Smid 《Studies in Continuing Education》2013,35(1):55-70

This paper explores the ways in which it is possible for universities to design learning opportunities for management consultants. Drawing on a successful practice in The Netherlands and using the literature on learning, development of competencies and career theory, it investigates selected aspects of this particular “market”, comparing the conventions governing the practice of consultants with those of academic practice. Its subsequent argument for the successful design of learning opportunities for professional consultants is organised around a discussion of five learning “devices”: (1) a self-reflective design practice; (2) a design process operating along three dimensions - the acquisition of knowledge and/or techniques, development of professional competencies, and personal and professional transitions; (3) treating knowledge as a process rather than a product; (4) building on learning experiences in work and on anticipated performances; and (5) a prohibition of “ego” in consultants' learning. The paper concludes with some reflections on the use of these devices elsewhere.  相似文献   

On the Performance of Likelihood-Based Difference Tests in Nonlinear Structural Equation Models     

Carla Gerhard  Andreas G. Klein  Karin Schermelleh-Engel  Helfried Moosbrugger  Jana Gäde  Holger Brandt 《Structural equation modeling》2013,20(2):276-287

This article investigates likelihood-based difference statistics for testing nonlinear effects in structural equation modeling using the latent moderated structural equations (LMS) approach. In addition to the standard difference statistic T_D, 2 robust statistics have been developed in the literature to ensure valid results under the conditions of nonnormality or small sample sizes: the robust T_DR and the “strictly positive” T_DRP. These robust statistics have not been examined in combination with LMS yet. In 2 Monte Carlo studies we investigate the performance of these methods for testing quadratic or interaction effects subject to different sources of nonnormality, nonnormality due to the nonlinear terms, and nonnormality due to the distribution of the predictor variables. The results indicate that T_D is preferable to both T_DR and T_DRP. Under the condition of strong nonlinear effects and nonnormal predictors, T_DR often produced negative differences and T_DRP showed no desirable power.  相似文献   

Sportgeschichte als Strukturgeschichte     

Gerhard Dohrn-van Rossum  Heinz-Günter Reif 《Sportwissenschaft》1980,10(1):71-87

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Evaluation of educators’ performance—balancing various measures to improve practice     

Guri Skedsmo  Stephan Gerhard Huber 《Educational Assessment, Evaluation and Accountability》2017,29(2):107-110

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Das MeDoc-System – ein elektronischer Publikations- und Nachweisdienst für die Informatik     

Dietrich Boles  Markus Dreger  Kai Gro?johann  Cornelia Haber  Andreas Kusserow  Stefan Lohrum  Dirk Menke  Jochen Meyer  Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121

Zusammenfassung.   Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen, verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben. Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998  相似文献   

Standardization and assessment practices     

Stephan Gerhard Huber  Guri Skedsmo 《Educational Assessment, Evaluation and Accountability》2017,29(1):1-3

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Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level     

Charlotte Dignath  Gerhard Büttner 《Metacognition and Learning》2008,3(3):231-264

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

Gerhard BüttnerEmail:

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The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages     

Chen Chen  Paulina Haduong  Karen Brennan  Gerhard Sonnert  Philip Sadler 《Computer Science Education》2019,29(1):23-48

Background and Context: The relationship between novices’ first programming language and their future achievement has drawn increasing interest owing to recent efforts to expand K–12 computing education. This article contributes to this topic by analyzing data from a retrospective study of more than 10,000 undergraduates enrolled in introductory computer science courses at 118 U.S. institutions of higher education.

Objective: We explored the relationship between students’ first programming languages and both their final grades in an introductory computer science course and their attitudes about programming.

Method: Multiple matching techniques compared those whose first language was graphical (e.g., Scratch), textual (e.g., Java), or absent prior to college.

Findings: Having any prior programming experience had positive effects on both attitudes about programming and grades in introductory computer science courses. Importantly, students whose first language was graphical had higher grades than did students whose first language was textual, when the languages were introduced in or before early adolescent years.

Implications: Learning any computer language is better than learning none. If programming is to be taught to students before early adolescence, it is advised to start with a graphical language. Future work should investigate the transition between different types of programming languages.  相似文献   

Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews     

Charlotte Dignath  Gerhard Büttner 《Metacognition and Learning》2018,13(2):127-157

Self-regulated learning has a positive effect on academic outcomes; however, little is known about whether and how teachers at various education levels promote it in their classes. Video-based classroom observations were conducted to assess primary and secondary school mathematics teachers’ direct and indirect promotion of self-regulated learning (SRL). Teachers’ implicit and explicit instruction of SRL strategies (direct promotion of SRL) and the learning environment they created (indirect promotion of SRL) were rated according to how conducive they were to self-regulation. In addition, semi-structured interviews were conducted with the secondary school teachers to gain insight into their subjective views on SRL. Although the teachers’ instructional practices could foster SRL, teachers spent little time explicitly teaching SRL strategies. Moreover, they taught mainly cognitive strategies and very few metacognitive strategies. These results were more pronounced at the primary level than at the secondary level. Primary school teachers provided learning environments conducive to self-regulation more often than secondary school teachers did. The interviews revealed that the teachers lacked knowledge about metacognition as an important component of SRL and were rather reluctant to promote it; however, most of them valued cognitive and motivational components of SRL. Primary and secondary school teachers need training to enhance their direct and indirect instruction of SRL. They could benefit in particular from learning about explicit instruction of SRL strategies and metacognition.  相似文献