Hypertext adventures: Computer-assisted teaching of technical report writing in Delft     

Bas A. Andeweg  Erika R. Hoekstra  Jaap C. De Jong  Sabine Kunst 《Instructional Science》1992,21(1-3):139-153

Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorial groups in which students are given feedback regularly. A computer-assisted practical that aims at diminishing the amount of effort of the lecturer while increasing the participation of the students through interactive and user-friendly courseware is described. The program is developed in the Knowledge Pro environment (MS-Windows 3). The program consists of three modules: 1) a product module which offers examples of ideal texts and criteria for them; 2) a style module which offers information on stylistic aspects such as sentence complexity, use of examples, use of connectives, spelling etc.; 3) a process module, which offers a standard procedure for planning and outlining a technical report and an example, in the form of a (hyper)text adventure.Besides, the program offers individual advice to students who face problems during the writing process. In each module the student can opt for additional examples or exercises via buttons, menus and hypertext paths. The program has been written in the Dutch language.  相似文献   

Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial     

Hoogendijk  Kirsten  Holland  Judith G.  Tick  Nouchka T.  Hofman  Adriaan W. H.  Severiens  Sabine E.  Vuijk  Patricia  Maras  Athanasios  van Veen  Dolf 《European Journal of Psychology of Education - EJPE》2020,35(1):111-135

European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing...  相似文献   

The incompatibility of the use of unclaimed bodies with ethical anatomical education in the United States          下载免费PDF全文

Peter A. Kahn  Thomas H. Champney  Sabine Hildebrandt 《Anatomical sciences education》2017,10(2):200-201

  相似文献   

Fostering sense of belonging at universities     

Sabine Weiss 《European Journal of Education》2021,56(1):93-97

  相似文献   

Pre-service Biology Teachers’ Responses to First-Hand Anomalous Data During Modelling Processes     

Meister  Sabine  Krell  Moritz  Göhner  Maximilian  Upmeier zu Belzen  Annette 《Research in Science Education》2021,51(6):1459-1479

Research in Science Education - In this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that...  相似文献   

Mastery goals,positive emotions and learning behavior in self-directed vs. teacher-directed learning     

Schweder  Sabine 《European Journal of Psychology of Education - EJPE》2020,35(1):205-223

European Journal of Psychology of Education - It is generally accepted and well documented that mastery goal orientation positively affects students’ learning behavior. However, less is known...  相似文献   

5. Cristina Allemann-Ghionda: Schule, Bildung und Pluralität. Sechs Fallstudien im europäischen Vergleich     

Sabine Hornberg  Peter J. Weber 《Zeitschrift für Erziehungswissenschaft》2000,3(4):635-636

  相似文献   

Consequences of players' dismissal in professional soccer: a crisis-related analysis of group-size effects     

Bar-Eli M  Tenenbaum G  Geister S 《Journal of sports sciences》2006,24(10):1083-1094

This study documents the effect of players' dismissals on team performance in professional soccer. Our aim was to determine whether the punishment meted out for unacceptable player behaviour results in reduced team performance. The official web site of the German Soccer Association was used for coding data from games played in the first Bundesliga between the 1963 - 64 and 2003 - 04 (n = 41) seasons. A sample of 743 games where at least one red card was issued was used to test hypotheses derived from crisis theory (Bar-Eli & Tenenbaum, 1989a). Players' dismissals weaken a sanctioned team in terms of the goals and final score following the punishment. The chances of a sanctioned team scoring or winning were substantially reduced following the sanction. Most cards were issued in the later stages of matches. The statistics pertaining to outcome results as a function of game standing, game location, and time phases - all strongly support the view that teams can be considered conceptually similar to individuals regarding the link between stress and performance. To further develop the concept of team and individual psychological performance crisis in competition, it is recommended that reversal theory (Apter, 1982) and self-monitoring and distraction theories (Baumeister, 1984) be included in the design of future investigations pertaining to choking under pressure.  相似文献   

The world of prostitution in late imperial Austria     

Sabine Wieber 《Cultural and Social History》2019,16(1):118-119

  相似文献   

Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature     

Yeshayahu Hutzler  Stefan Meier  Sabine Reuker  Michelle Zitomer 《Physical Education & Sport Pedagogy》2019,24(3):249-266

Background: Teachers in various countries worldwide have been confronted with the placement of students with disabilities in general classes, and the need to provide them with support and adapted physical education (APE). However, physical education (PE) teachers often do not feel prepared or self-confident enough for this inclusion. While a considerable amount of research has been identified, researchers have emphasized a need for additional studies that can shed more light on the influencing factors relevant to shaping teachers’ attitudes towards inclusion, as well as on their inclusion practices.

Purpose: The current article aims to provide a narrative summary of international research perspectives and findings regarding PE teachers’ attitudes and self-efficacy (SE) toward inclusion, as well as to develop a model for conducting further research.

Design: A narrative literature review was performed, based on a search of the databases SPORT Discus and MEDLINE (combined via EBSCO host and screened for peer-reviewed academic journals only), and Google Scholar. The search used the following terms: physical education teachers, inclusion, disability, and attitudes or SE. The narrative review begins with setting the scope of this topic via definitions and theoretical frameworks used to enable the understanding of attitudes and SE within inclusive PE. The Social Learning Theory (SLT) and the Theory of Planned Behavior (TPB) were outlined in order follow up with an explanation of the link between attitudes and SE. In the next section, the literature on attitudes and SE of PE teachers is presented. This section is comprised of subsections describing the development of instruments and their utilization in the field of study, as well as contextual variables influencing PE teachers’ attitudes and SE toward inclusion.

Findings: Seventy-five articles were included in total, of which 54 discussed research on teachers’ attitudes towards inclusive PE, 12 were related to research on teachers’ SE (three of which also included research on teachers’ attitudes towards inclusion), and 12 were considered reviews or viewpoints. The article ends with a model, including the following parts: background variables (regarding teachers’ personal attributes, school attributes, and disability attributes); moderating variables (attitude and SE); and, teachers’ behavior toward inclusion, all of which are interrelated and include a feedback loop. This model can be used for designing future research, as well as evidence-based interventions aimed at facilitating teacher training toward inclusion.

Summary for practitioners: From a practical point of view, educational inclusion practitioners should be aware of several factors influencing attitudes and/or SE while engaging in inclusion of children with disabilities in PE: (a) The teachers’ volume and type of experience with persons with disabilities at school, in the family or in the community; (b) The professional and academic training toward inclusion; (c) Individual factors, including gender; (d) School environmental factors, such as a process rather than performance orientation; and, finally, (e) The type and degree of disability.  相似文献