Impact of European projects on engineering education     

Josef Hynek  Antonín Slaby 《European Journal of Engineering Education》2001,26(3):255-266

Various European programmes represent invaluable help and source of experience for universities in Central and Eastern Europe. Being an emerging university that was established just 8 years ago, we welcomed the chance to be involved in numerous projects that introduced us to the area of European cooperation. Last summer two very interesting projects concerning our university were finished (in terms of financing from the sources mentioned above) and so it is a good occasion to evaluate the progress of our international co-operation in the last 3 years and to look forward towards further development of our established links. The first project was financed by The British Know How Fund and its aim was to bring together the University of Hull, UK, and the Faculty of Informatics and Management UHK in Hradec KrÁlové (FIM). The second project, called INSYPA, was a Joint European Project within the frame of the TransEuropean Mobility Programme for University Studies (Tempus). Both projects were extremely fruitful for us but so different one from another that we think it might be interesting to compare them. The contribution describes our original plans, their development, evolution of our partnership, the problems which arose and were solved. The main stress is given to expertise obtained, methods of assessment, persistent links and their influence on our integration to EU educational and research programmes.  相似文献   

Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen     

Dr. Josef Riese  Prof. Dr. Peter Reinhold 《Zeitschrift für Erziehungswissenschaft》2012,15(1):111-143

A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs.  相似文献   

How hypertext reading sequences affect understanding of causal and temporal relations in story comprehension     

Jacqueline Urakami  Josef F. Krems 《Instructional Science》2012,40(2):277-295

The goal of this study is to examine the comprehension of global causal and temporal relations between events that are represented in single hypertext documents. In two experiments we examined how reading sequences of hypertext nodes affects the establishment of event relations and how this process can be supported by advanced organizers that provide either temporal or causal pre-information. In the first experiment we could show that discourse structure affected recall of temporal event sequences only when causal relations were absent. In a second experiment, the comprehension of either temporal or causal relations was facilitated by providing different types of pre-information (advanced organizer). Temporal pre-information facilitated recall of temporal event sequences without underlying causal relations. In contrast, causal pre-information facilitated recall of temporal event sequences with causal relations. The results demonstrate that readers use causal information to construct temporal event sequences.  相似文献   

Wirkungen des Lernens mit Videofällen bei Lehrkräften     

Dr. Annika Goeze  Petra Hetfleisch  Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2013,16(1):79-113

Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role.  相似文献   

Book Reviews: WINTELER, ADI. 2004. Professionell lehren und lernen. Ein Praxisbuch. Darmstadt: Wissenschaftliche Buchgesellschaft. 183 pp. ISBN 3-534-17258-2.     

Hermann Josef Abs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(2-3):254-255

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Book reviews     

Hermann Josef Abs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(5):479-504

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Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform – Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung     

Prof. Dr. Katharina Scheiter  Prof. Dr. Josef Schrader  Prof. Dr. Ulrich Trautwein  Prof. Dr. Dr. Friedrich W. Hesse 《Zeitschrift für Erziehungswissenschaft》2014,17(2):189-192

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Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education     

Annika Goeze  Jan M. Zottmann  Freydis Vogel  Frank Fischer  Josef Schrader 《Instructional Science》2014,42(1):91-114

The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed.  相似文献   

Phases of Mediatization     

Josef Seethaler 《Journalism Practice》2014,8(3):258-278

As election campaigns changed substantially in Western countries, it is generally hypothesized that this change in campaign communication is rooted in a revolution in communications, with the media rejecting its former role as mere transmitters and becoming a major actor in the campaigning process. Regarding the analysis of the “mediatization of politics”, Strömbäck presented a four phases model which offers a way to explore such a process in an explicit and systematic fashion. The resulting struggle between political parties and the media over who shall control the agendas of campaigns forces politicians to adapt to and, finally, to adopt media logic. By operationalizing these four phases in order to allow for empirical research, we investigated the roles of the news media and the political parties in Austrian campaign communication in the last four decades. Taking the agenda-setting power as an indicator for changes in this relationship, our study is based on the concepts of agenda-building and policy agenda-setting as extensions of the agenda-setting model. To establish party and media agendas, a content analysis was conducted on news releases of all Austrian parliamentary parties, the main evening newscasts of all Austrian broadcasters, as well as the political coverage of two quality papers and two major tabloids during the “hot phase” of the campaign. For examining the “struggle over agendas”, a time-series cross-section design (including data on 20 different policy dimensions) was applied. First results are based on the analysis of five election campaigns in 1970, 1983, 1990, 1999, and 2008.  相似文献   

National structures for building and managing sport facilities: a comparative analysis of the Nordic countries     

Nils Asle Bergsgard  Katja Borodulin  Josef Fahlen  Jens Høyer-Kruse  Evald Bundgård Iversen 《Sport in Society》2019,22(4):525-539

Abstract

Sport facilities are instrumental in keeping the population fit and healthy. Governments worldwide are thus engaged in devising policies, programs and projects for building such facilities, with the aim of providing citizens with opportunities for a healthy lifestyle. This feature is prominent in the Nordic countries, which have incorporated sport, leisure and physical activity into their universal welfare models. Understanding policies and politics for building sports facilities has therefore become a cornerstone in the understanding of conditions for sport and physical activity for all. In this paper, we investigate and compare the national structures for building and managing sports facilities in the Nordic countries, in order to add to the understanding of how policies and politics for building sport facilities can add to or hamper the sport-for-all ambitions salient in most of today’s western societies.  相似文献