Rahmenbedingungen männlichen Gerätturnens im deutschen Spitzensportsystem: Disziplinspezifische Anmerkungen zur nationalen Debatte     

Jonas Rohleder  Tobias Vogt 《Sportwissenschaft》2018,48(4):587-592

In German sports science, the national elite sport promotion system is a steady topic of discussions. The federal government and the German Olympic Sports Confederation (DOSB) expect new impetus of the reformed elite sport system in the areas of, inter alia, young athlete promotion, scientific support, and the coaches’ situation in German elite sport. The present article is a discipline-specific approach to these three issues for men’s artistic gymnastics. The first author served in various functions in German gymnastics (former squad athlete, young athletes‘ coach, academic teaching) for several years and is familiar with essential problems due to close communication with gymnasts, coaches, scientists, and officials. The purpose of this article is to point out specific challenges in men’s artistic gymnastics in view of the present debate on the German elite sport promotion system. This is intended to stimulate further discussions on solution approaches concerning the common exploitation of potentials.  相似文献   

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献   

Reflective analysis as a tool for task redesign: The case of prospective elementary teachers solving and posing fraction comparison problems     

Eva Thanheiser  Dana Olanoff  Amy Hillen  Ziv Feldman  Jennifer M. Tobias  Rachael M. Welder 《Journal of Mathematics Teacher Education》2016,19(2-3):123-148

Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of comparing fractions using reasoning and sense-making. By presenting results of their implementation of two tasks with 63 prospective elementary teachers across three institutions and their reflective analysis of the implementation, the authors highlight the importance of collecting and analyzing data and reflecting on this analysis to inform the redesign of tasks. The authors also found that considering different types of tasks (problem solving vs. problem posing) helps illuminate different aspects of prospective elementary teachers' understanding, which can inform task redesign. Finally the authors contribute to the knowledge base on reasoning strategies for comparing fractions and prospective elementary teachers’ knowledge of these strategies.  相似文献   

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model     

Jana Mahlke  Martin Schultze  Tobias Koch  Michael Eid  Regina Eckert  Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.  相似文献   

Effects of text-belief consistency and reading task on the strategic validation of multiple texts     

Johanna Maier  Tobias Richter 《European Journal of Psychology of Education - EJPE》2016,31(4):479-497

In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text.  相似文献   

Informal Learning Through Science Media Usage     

Michaela Maier  Tobias Rothmund  Andrea Retzbach  Lukas Otto  John C. Besley 《教育心理学家》2014,49(2):86-103

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Institutional abuse of children in the Austrian Catholic Church: Types of abuse and impact on adult survivors’ current mental health     

Brigitte Lueger-Schuster  Viktoria KantorDina Weindl  Matthias KnefelYvonne Moy  Asisa ButolloReinhold Jagsch  Tobias Glück 《Child abuse & neglect》2014

The aim of this study was to explore the nature and dimensions of institutional child abuse (IA) by the Austrian Catholic Church and to investigate the current mental health of adult survivors. Data were collected in two steps. First, documents of 448 adult survivors of IA (M = 55.1 years, 75.7% men) who had disclosed their abuse history to a victim protection commission were collected. Different types of abuse, perpetrator characteristics, and family related risk factors were investigated. Second, a sample of 185 adult survivors completed the Posttraumatic Stress Disorder Checklist (PCL-C) and the Brief Symptom Inventory (BSI). Participants reported an enormous diversity of acts of violent physical, sexual, and emotional abuse that had occurred in their childhood. The majority of adult survivors (83.3%) experienced emotional abuse. Rates of sexual (68.8%) and physical abuse (68.3%) were almost equally high. The prevalence of PTSD was 48.6% and 84.9% showed clinically relevant symptoms in at least one 1 of 10 symptom dimensions (9 BSI subscales and PTSD). No specific pre-IA influence was found to influence the development of PTSD in later life (e.g. poverty, domestic violence). However, survivors with PTSD reported a significantly higher total number of family related risk factors (d = 0.33). We conclude that childhood IA includes a wide spectrum of violent acts, and has a massive negative impact on the current mental health of adult survivors. We address the long-term effects of these traumatic experiences in addition to trauma re-activation in adulthood as both bear great challenges for professionals working with survivors.  相似文献   

The Relation of Moral Emotion Attributions to Prosocial and Antisocial Behavior: A Meta‐Analysis     

Tina Malti  Tobias Krettenauer 《Child development》2013,84(2):397-412

This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents.  相似文献   

Comprehending conflicting science-related texts: graphs as plausibility cues     

Maj-Britt Isberner  Tobias Richter  Johanna Maier  Katja Knuth-Herzig  Holger Horz  Wolfgang Schnotz 《Instructional Science》2013,41(5):849-872

When reading conflicting science-related texts, readers may attend to cues which allow them to assess plausibility. One such plausibility cue is the use of graphs in the texts, which are regarded as typical of ‘hard science’. The goal of our study was to investigate the effects of the presence of graphs on the perceived plausibility and situation model strength for conflicting science-related texts, while including the influence of readers’ amount of experience with scientific texts and graphs as a potential moderator of these effects. In an experiment mimicking web-based informal learning, 77 university students read texts on controversial scientific issues which were presented with either graphs or tables. Perceived plausibility and situation model strength for each text were assessed immediately after reading; reader variables were assessed several weeks prior to the experiment proper. The results suggest that graphs can indeed serve as plausibility cues and thus boost situation model strength for texts which contain them. This effect was mediated by the perceived plausibility of the information in the texts with graphs. However, whether readers use graphs as plausibility cues in texts with conflicting information seems to depend also on their amount of experience with scientific texts and graphs.  相似文献   

Excellence and Frontier Research as Travelling Concepts in Science Policymaking     

Tim Flink  Tobias Peter 《Minerva》2018,56(4):431-452

Excellence and frontier research have made inroads into European research policymaking and structure political agendas, funding programs and evaluation practices. The two concepts travelled a long way from the United States and have derived from contexts outside of science (and policy). Following their conceptual journey, we ask how excellence and frontier research have percolated into European science and higher education policies and how they have turned into lubricants of competition that buttress an ongoing reform process in Europe.  相似文献