Hochintensives Intervalltraining im Sportunterricht     

Florian Azad Engel  Matthias Wagner  Andreas Roth  Swantje Scharenberg  Thomas Bossmann  Alexander Woll  Billy Sperlich 《Sportwissenschaft》2018,48(1):120-128

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Wolfgang Gräber/Peter Nentwig/Thomas Koballa/Robert Evans (Hrsg.): Scientific Literacy. Der Beitrag der Naturwissenschaften zur Allgemeinen Bildung     

Matthias?TrautmannEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):291-293

Ohne Zusammenfassung  相似文献   

The influence of on-farm advice on beliefs and motivations for Swiss lowland farmers to implement ecological compensation areas on their farms   总被引：1，自引：0，他引：1  

Vanessa M. Gabel  Robert Home  Matthias Stolze  Simon Birrer  Beatrice Steinemann  Ulrich Köpke 《The Journal of Agricultural Education and Extension》2018,24(3):233-248

Purpose: Farmers hold a key to reaching biodiversity targets, but will only carry out this service to society if they are sufficiently motivated to do so. The aim of this study is to evaluate the potential of on-farm advice as a tool for motivating farmers to take action to preserve or even to enhance biodiversity on their farms.

Design/methodology/approach: To address this aim, we surveyed 133 farmers (response rate 43.9%), of whom 23 had received on-farm advice about farmland biodiversity conservation over a period of six years.

Findings: The results showed that key beliefs and motivations were positively influenced by farmer advisory services. Farmers who had received advice agreed significantly more strongly in the compatibility of biodiversity conservation and production; that biodiversity is important; and that nature conservation on farms is appreciated by society.

Practical Implications: These results allow the conclusion that on-farm biodiversity advice might be a useful way of positively influencing the beliefs and enhancing motivations of farmers to contribute to biodiversity conservation on their farms.

Theoretical implications: Although several papers have examined the influence of agricultural extension on farmer behaviour, the results of this study contribute to explaining some of the contradictions in the literature about the effectiveness of advisory services. Furthermore, this study addresses [Batary, P., L. V. Dicks, D. Kleijn, and W. J. Sutherland. 2015. “The Role of Agri-Environment Schemes in Conservation and Environmental Management.” Conservation Biology 29: 1006–1016.] challenge that there has been insufficient research on the link between farmer advice and the effectiveness of agri-environmental schemes.

Originality/value: This paper is among the first to address these research gaps and is the first to examine the influence of advice on farmer conservation behaviour in the Swiss context.  相似文献   

Personality predictors of scholastic cheating in a Chinese sample     

Jing Zhang  Delroy L. Paulhus  Matthias Ziegler 《教育心理学》2019,39(5):572-590

Previous research on Western college samples has identified a number of personality traits associated with scholastic cheating. Based on these findings, we suggest a model integrating personality predictors of cheating. However, it remains unclear whether the proposed model can be generalised to the Chinese culture, which has different norms and societal values. We filled this gap by estimating the associations between scholastic cheating and key personality constructs (i.e. the Big Five and the Dark Triad) in a sample of Chinese university students (N?=?634). Our results indicated that older and male students were more likely to engage in scholastic cheating than other students. After controlling for the constructs’ overlap, only extraversion and psychopathy remained significant correlates. We discuss the implications of our findings for both research and practice.  相似文献   

Two countries—one system of vocational education? A comparison of the apprenticeship reform in the commercial sector in Switzerland and Germany   总被引：1，自引：0，他引：1  

Matthias Pilz 《Compare》2007,37(1):69-87

In both Switzerland and Germany, necessary reforms in vocational education have been taking place for the past few years. By taking a closer look at the commerce sectors of both countries and their reforms, one can better compare their systems of apprenticeship. While the necessity for change in the commercial sector was similar in both countries, the course of these changes has been quite different. A widespread reform of the Swiss commercial sector began in 2003. In Germany, a comparable sweeping change in commercial apprenticeships cannot be seen, although many reforms have been implemented. In order to analyse the process and results of modernisation of both vocational education systems, they are compared and contrasted. Finally, hypotheses are formed about the possible reasons for the differences in vocational education in these two countries.  相似文献   

Pathsways to school achievement in very preterm and full term children     

Wolfgang Schneider  Dieter Wolke  Matthias Schlagmüller  Renate Meyer 《European Journal of Psychology of Education - EJPE》2004,19(4):385-406

Individual differences in academic success were investigated in a geographically defined whole-population sample of very preterm children with a gestational age of less than 32 weeks or a birth weight of less than 1500 gm. The sample consisted of 264 very preterm children (75.6% of German-speaking survivors) and 264 controls matched for gender, socioeconomic status, marital status and age of mother, who were studied from birth. The present analyses focused on the impact of cognitive skills assessed at ages 6 and 8 on academic success at the age 13. IQ scores, prereading skills, reading, spelling, and math performance assessed during the last kindergarten year and again at the end of Grade 2 were used as predictors of academic success in early adolescence. Differences between very pretern children and controls in cognitive abilities already observed in earlier assessments remained stable over time, with controls on average performing more than half a standard deviation above the level of preterm children. Preterm children also performed poorer on the literacy measures and indicators of math performance. Multivariate and causal modeling revealed different prediction patterns for the two groups. Whereas IQ was particularly important for the prediction of academic success in the pre-term sample, general IQ was less relevant for the prediction of academic success in the control group. When subgroups of at-risk children were formed according to birth weight categories, we found that school problems were most pronounced for children with extremely low birth weight (1000 gm and less).  相似文献   

Providing Written or Oral Explanations? Differential Effects of the Modality of Explaining on Students' Conceptual Learning and Transfer     

Andreas Lachner  Kim-Tek Ly  Matthias Nückles 《Journal of Experimental Education》2018,86(3):344-361

Learning-by-explaining (to fictitious others) has been shown to be an effective instructional method to support students' generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students' quality of explanations and learning. Forty-eight students worked on a hypertext about combustion engines. Afterwards, they were asked to explain the learning content, either orally or in writing. Findings indicated that providing written explanations was more effective than providing oral explanations in supporting students to organize the content of the explanations. The higher levels of organization yielded higher levels of students' conceptual knowledge. In contrast, generating oral explanations, relative to written explanations, triggered students' elaborative processes to a more pronounced extent, which was more beneficial to attaining transferable knowledge. Thus, we conclude that the modality of explaining plays a critical role in learning-by-explaining inasmuch as different modes differentially support student learning.  相似文献   

‘They are able to play football in South Africa’: Austria’s ‘little Wunderteam’ on tour in 1936     

Chris Bolsmann  Matthias Marschik 《Sport in History》2016,36(4):439-458

From the end of the nineteenth century South Africa had become a popular touring destination for British and colonial sports teams. Tours in the popular sport of cricket, football and rugby were very popular. These tours tested local opposition against foreign competition, brought in revenue to local and national sports associations and contributed to the development of a white South African identity. Austrian football teams were extensive travellers and popular attractions around the world. Prior to the Second World War Austrian football was highly regarded and was able to compete and hold its own against English and Scottish clubs and representative teams. This article considers an unusual tour by a combined Viennese football team to South Africa in 1936. We consider the preparations for the tour, the different playing styles and the way in which the visitors were received around the country. At the broader political level, the tour was important as leading South African politicians and Austrian diplomats attended matches and functions while on tour. This can be understood in the context of both countries attempting to flex their political identity and muscle in light of more dominant neighbours and colonial masters.  相似文献   

Moral impasses in sustainability education? Empirical results from school geography in Austria and Germany     

Matthias Kowasch  Daniela Franziska Lippe 《Environmental Education Research》2019,25(7):1066-1082

Abstract

The expert-driven and normative character of sustainability education aims to promote societal transformation and global change. While some authors underline the ethical claims of education, others have criticized that there is a problematic tendency to prescribe certain actions beyond ethical education. The article aims to provide an empirical contribution, including students’ and teachers’ perspectives, and geography textbooks, to the debate. Based on the results of an empirical study with 1001 secondary school students in Austria and Germany, we discuss the “ethical turn” and the moral code in sustainability education. The questionnaires are completed with students’ drawings, qualitative interviews with geography teachers and an analysis of geography textbooks. We argue that most students have a precise idea what sustainability and sustainable behavior means, but they harbor right-wrong binary perceptions of sustainable lifestyles. Many students lack knowledge of the interdependence of consumption and production networks, which impedes the understanding of complex sustainability patterns. Therefore, we recommend pluralistic and interconnected perspectives in sustainability, in the frame of school geography. A more democratic classroom contributes to develop an own moral compass. Additionally, passion and participatory approaches can help students reflect on their affective relationships with consumer goods and consider alternative consumption-production paradigms.  相似文献   

The logic of success: the relation between complex problem-solving skills and university achievement     

Matthias Stadler  Nicolas Becker  Johannes Schult  Christoph Niepel  Frank M. Spinath  Jörn R. Sparfeldt  Samuel Greiff 《Higher Education》2018,75(1):1-18

This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them.  相似文献