Design milieux for learning environments in African contexts     

Marcus Duveskog  Erkki Sutinen  Johannes Cronje 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):581-594

During the years 2002 to 2009, five African settings were used as foundation for designing different learning environments. While the content and target group for each learning environment varied, all of their design settings, or milieux, shared one implicit expectation: the milieu should facilitate the production of a change‐making learning environment. A retrospective qualitative analysis identified a set of 10 common indicators that describe how successful a given setting is as a design milieu for creating learning environments. The study shows that for each design milieu indicator, a milieu can feature success and failure at the same time. The results, novel in their emphasis on the design setting rather than the use setting, can be used for both assessing the prospects of a particular milieu and improving its strengths for design opportunities especially in African or other developing contexts.  相似文献   

Modeling Instructional Sensitivity Using a Longitudinal Multilevel Differential Item Functioning Approach     

Alexander Naumann  Jan Hochweber  Johannes Hartig 《Journal of Educational Measurement》2014,51(4):381-399

Students’ performance in assessments is commonly attributed to more or less effective teaching. This implies that students’ responses are significantly affected by instruction. However, the assumption that outcome measures indeed are instructionally sensitive is scarcely investigated empirically. In the present study, we propose a longitudinal multilevel‐differential item functioning (DIF) model to combine two existing yet independent approaches to evaluate items’ instructional sensitivity. The model permits for a more informative judgment of instructional sensitivity, allowing the distinction of global and differential sensitivity. Exemplarily, the model is applied to two empirical data sets, with classical indices (Pretest–Posttest Difference Index and posttest multilevel‐DIF) computed for comparison. Results suggest that the approach works well in the application to empirical data, and may provide important information to test developers.  相似文献   

Lower extremity kinematics of athletics curve sprinting     

Tobias Alt  Kai Heinrich  Johannes Funken  Wolfgang Potthast 《Journal of sports sciences》2015,33(6):552-560

Curve running requires the generation of centripetal force altering the movement pattern in comparison to the straight path run. The question arises which kinematic modulations emerge while bend sprinting at high velocities. It has been suggested that during curve sprints the legs fulfil different functions. A three-dimensional motion analysis (16 high-speed cameras) was conducted to compare the segmental kinematics of the lower extremity during the stance phases of linear and curve sprints (radius: 36.5 m) of six sprinters of national competitive level. Peak joint angles substantially differed in the frontal and transversal plane whereas sagittal plane kinematics remained unchanged. During the prolonged left stance phase (left: 107.5 ms, right: 95.7 ms, straight: 104.4 ms) the maximum values of ankle eversion (left: 12.7°, right: 2.6°, straight: 6.6°), hip adduction (left: 13.8°, right: 5.5°, straight: 8.8°) and hip external rotation (left: 21.6°, right: 12.9°, straight: 16.7°) were significantly higher. The inside leg seemed to stabilise the movement in the frontal plane (eversion–adduction strategy) whereas the outside leg provided and controlled the motion in the horizontal plane (rotation strategy). These results extend the principal understanding of the effects of curve sprinting on lower extremity kinematics. This helps to increase the understanding of nonlinear human bipedal locomotion, which in turn might lead to improvements in athletic performance and injury prevention.  相似文献   

Thinking in Objects and their Collaboration: Introducing Object-Oriented Technology     

Carsten Schulte  Johannes Magenheim  Jörg Niere  Wilhelm Schäfer 《Computer Science Education》2013,23(4):269-288

Although many professionals in education believe that an ‘objects first’ approach is the best method of introducing object-oriented technology, there is no common agreement on how to start such courses. Current study programs often begin by teaching a chosen object-oriented programing language, where students are confronted by a large amount of syntactical detail. Instead of focusing on the basics of object-oriented technology, namely objects and their collaborations, difficulties in handling the details of the programing language lead to a very scattered knowledge of object-oriented concepts. This is dangerous, as learners are left with a set of unconnected knowledge fragments. Approaches which embed different knowledge fragments in an overall knowledge view are known as “cognitive apprenticeship” approaches. The main idea of cognitive apprenticeship is continuous practice. We present a learning environment for introducing object-oriented technology in upper secondary schools based on cognitive apprenticeship. We use a visual programing language to away from the details and provide tool support to aid practice. We present the learning sequencewhich is used and show the impacts it makes on the course structure in our experiment in the chosen object-oriented programming language The Joint Task Force on Computing Curricula IEEE Computer Society.  相似文献   

3. Manfred Weiß/Horst Weishaupt (Hrsg.): Bildungsökonomie und Neue Steuerung     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2002,5(2):349-350

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Greetings from the President of the Federal Republic of Germany     

Johannes Rau 《中国科学院院刊(英文版)》2004,18(2)

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The Botswana National Literacy Programme: Progress and prospects     

Samora Gaborone  Johannes Mutanyatta  Frank Youngman 《Prospects》1988,18(3):351-362

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The relationship between Marcia's ego identity statuses and selected personality variables in an African context     

Charl Alberts  Johannes C. Meyer 《International journal for the advancement of counseling》1998,20(4):277-288

Marcia's operationalization of Erikson's identity construct, the four identity statuses, was used in a study on late adolescent males in an African cultural context. Identity statuses were determined for 110 first-year university students in relation to global identity, as well as occupation, religion and politics, the content areas of Marcia's original Identity Status Interview. Personality dimensions were measured by the High School Personality Questionnaire and the IPAT Anxiety Scale. Contrary to findings obtained in Western settings, adolescents in the foreclosure status (global identity) displayed lower intelligence and concrete thinking patterns. Identity statuses relating to the individual content areas were both supportive and in conflict with findings obtained in Western studies, indicating possibly qualitative differences in an African situation.  相似文献   

Effectiveness of the Additional Early Mathematics program for teaching children early mathematics     

Van De Rijt  Bernadette A.M.  Van Luit  Johannes E.H. 《Instructional Science》1998,26(5):337-358

This paper presents the results of a study of the development of early mathematical competence among young poor arithmetic achievers in the 4–7 year age group. Research has shown that arithmetic difficulties later in life can be explained by an insufficient development of early mathematical competence: i.e. different aspects of early mathematical competence. The different aspects of early mathematical competence are derived from cognitive psychology and from a didactical point of view with an emphasis on (the various phases of) counting. The Piagetian operations (seriation, correspondence and classification) are used, however, as much as possible embedded in a counting context.After selection by way of an early mathematical competence test, children with a score below a criterium are presented with an additional program. This program consists of activities, embedded in real (daily) life themes, in which attention is paid to the different aspects of early mathematical competence. The program is given to the children with a guiding or a structuring instruction form. The results of the study show that it is possible to stimulate the development of early mathematical competence among young poor arithmetic achievers. The way in which instruction is offered has no influence on achievement.  相似文献   

Die Vereinbarkeit von Willensfreiheit und Erziehung     

Dr. Johannes Giesinger 《Zeitschrift für Erziehungswissenschaft》2010,13(3):421-435

It is claimed, in this paper, that free will and education are compatible. The problem of compatibility arises because education is usually seen as a way of guiding, controlling or determining someone else’s behavior. But how is the educational control of a person who is endowed with a free will possible? This question is discussed with reference to the philosophical debate on the compatibility of free will and determinism. This debate provides various concepts of freedom can enrich the pedagogical discussion of the issue. For instance, freedom might be equated with being the causal source of a person’s actions. Alternatively, we could describe freedom as the capability of a person to act otherwise than he or she actually acts. This paper argues that a third concept of freedom can help to solve the problem of the compatibility of free will and education. According to this concept, the capability to act on reason must be seen as constitutive for freedom.  相似文献