„Öffentlicher Sport. Die Darstellung des Sports in den Medien, in der Kunst und in der Literatur aus historischer Perspektive“     

Horst Giesler 《Sportwissenschaft》1999,29(3):367-369

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Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience     

Christoph Kulgemeyer  Andreas Borowski  David Buschhüter  Patrick Enkrott  Maren Kempin  Peter Reinhold  Josef Riese  Horst Schecker  Jan Schröder  Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.  相似文献   

Expertise Research Methodology: Identifying Differences and Factors Influencing High and Low Performance     

Michael A. Horst 《Performance Improvement Quarterly》2001,14(4):14-36

Expertise research methodologies have focused upon the identification of differences and factors influencing high and low performance at the individual, process, and organizational level. The goal of this review is to use the results to facilitate performance improvement through the investigation of high and low performing entities. Various approaches are reported in the literature to investigate expertise and quantify factors relating to development of this expertise at the individual, group, and organizational level. This review of research literature focuses upon studies utilizing expertise methodologies outside of the laboratory for identification of differences and factors influencing high and low performance. Studies cited emphasize performance at the individual, process, or organizational level. Statistical methods and techniques for identifying high and low performance are identified. Results have implications for use in performance improvement initiatives in assessing differences or factors influencing performance as well as identification of interventions and outcome measures.  相似文献   

Book reviews     

Alexandre Vexliard  Gordon Bishop  Sinai Ucko  Ingvar Werdelin  Eric Hoyle  Horst Magdeburg  W. D. Halls  Oskar Anweiler  William W. Brickman  R. Murray Thomas  Edmund King  Robert F. Lawson  Anton Bemmerlein  Gilbert L. de Landsheere  H. H. Stern  Klaus Schüttler-Janikulla  Ben Morris  Sherman D. Spector  David A. Walker  Robert J. Meeker  Franklin Parker  Joseph Majault  Nigel Grant  Rolland G. Paulston  John B. Biggs  Klaus Meyer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):343-380

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Detection and correction of incomplete duplicate 24-hour urine collections – theory and practical evidence     

Raymond W Wulkan  Martin van der Horst 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)

IntroductionThe intraindividual variability in urinary creatinine excretion is notoriously large. The aims of this study were to investigate the variability of duplicate consecutive 24-hour urinary creatinine excretions in patients and to develop a model for the detection and correction of discrepant creatinine excretions.Materials and methodsA group of 270 patients (82 men and 188 women) were included in the study. We collected the following data: urinary 24-hour volumes (volumetric/gravimetric) and urinary creatinine concentrations (Jaffé/enzymatic) on both collection days. We performed specific calculations to detect discrepant creatinine excretions.ResultsIn 60 patients (22%) discrepant collections were found. Among the remaining 78%, 22% of the patients collected very accurately (almost identical urinary creatinine excretions). In this subgroup the volume ratios and the creatinine concentration ratios behave inversely as in a dilution curve. A theoretical model and six collection scenarios were developed to detect, interpret and correct discrepant collections. Practical examples are given to illustrate the use of the model in successful correction of creatinine and other analytes for under- or overcollection.ConclusionsWe conclude that missed or overcollected urine volumes are the largest source of variation in creatinine excretion. Discrepancies in consecutive duplicate 24-hour creatinine excretions can be detected and corrected with specific calculations by means of the presented model. The effectiveness of these corrections is demonstrated with examples from daily practice. These calculations can be easily automated.  相似文献   

Changing school culture： From deficiencies to strengths An intervention study about school culture     

Horst Zeinz Annette Scheunpflug 《美中教育评论》2010,(1):32-37

This research project focuses on the question： Which effects do teachers＇ attitudes have on students＇ academic self-concept and students＇ competences？ The study is informed by the theoretical perspective that competences and individual skills can be improved especially when students and teachers are confident about the possibility of change of these variables and when teachers make this explicit as a central theme. In our intervention study, we investigate whether a change in the teaching and learning setting （moving from a focus on deficits to a focus on strengths） is able to enhance students＇ academic self-concept and students＇ competences, even across domains.  相似文献   

Distributed ledger technology as a catalyst for open innovation adoption among small and medium-sized enterprises     

Loha Hashimy  Horst Treiblmaier  Geetika Jain 《The Journal of High Technology Management Research》2021,32(1):100405

Open innovation and distributed ledger technology (DLT) are both based on the underlying principles of distribution and sharing. While open innovation is about sharing knowledge to improve innovation processes and performance, DLT is a distributed data ledger that is utilized to enhance efficiency, reduce costs, and ensure immutability, traceability, security, and transparency. In this paper, we investigate the barriers to open innovation currently faced by small and medium-sized companies (SMEs) that DLT can solve. To achieve this goal, we conducted semi-structured interviews with 11 experts in open innovation and DLTs from Spain, Germany, Australia, and India. The results of our exploratory study show that DLTs can help to solve several problems, including external barriers, such as problems with contracts, financing, lack of trust, raw materials, lack of information, domestic and international market limitations, IP rights, and governmental regulations as well as bureaucracy. Internal challenges include insufficient funding, organizational systems that are out of date, and lack of trust. When it comes to difficulties associated with the management of open innovation, external barriers are frequently caused by customers' demands, while internal barriers are frequently caused by organizational culture or human nature, which cannot be improved by DLTs. Finally, SMEs might face new obstacles when integrating DLTs, such as integration problems, complex transition phases, and high setup costs as well as problems with attracting and retaining qualified employees.  相似文献   

Students Explaining Science—Assessment of Science Communication Competence     

Christoph Kulgemeyer  Horst Schecker 《Research in Science Education》2013,43(6):2235-2256

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert–novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers’ levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.  相似文献   

Kulturelle Bildung an den Schulen in Deutschland     

Rosa Scherer  Mareike Tarazona  Horst Weishaupt 《Zeitschrift für Erziehungswissenschaft》2013,16(3):159-179

Previous research findings suggest that school types differ in terms of their extracurricular art-aesthetic offers and that at “Gymnasien” (grammar schools) and “Comprehensive Schools” conditions for art-aesthetic education are particularly favorable. Furthermore, at all-day schools they seem to be more favorable than at other schools. To see whether these findings can be confirmed and differences between school types can be found even after controlling for relevant school characteristics, a nationwide representative survey of school leaders at state schools was analyzed. Three dimensions of art-aesthetic education were examined: extracurricular art-aesthetic offers, cooperation with out-of-school cultural institutions and, finally, school profiles. The results allow for a differentiation and complementation of former findings concerning the specific conditions at different school types regarding the advancement of art-aesthetic experiences, because characteristics such as all-day-school organization, school size or resources were considered.  相似文献   

VideoCulture: conclusions and key findings     

Horst Niesyto 《Learning, Media and Technology》2001,26(3):217-225

This article summarises the main findings of the VideoCulture project, in the light of its three main research questions. It begins by considering some of the difficulties and dynamics of interpretation revealed by audience responses to the VideoCulture films. It then moves on to consider some key differences in the productions, and the extent to which these can be traced to broader cultural and social differences. Finally, it addresses some of the implications of the research in terms of pedagogy and future intercultural work of this nature  相似文献