Engaging fans and the community in social media: interaction with institutions of higher education on Facebook     

Felicitas M. Brech  Uwe Messer  Philipp A. Rauschnabel  Bjoern S. Ivens 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):112-130

Although many universities use social media to interact with stakeholders, little is known about the underlying mechanisms. Drawing on theories of self-presentation and community engagement, we develop a theoretical model to explain these crucial outcome factors. We then test the model based on secondary data from 159 universities. Our findings reveal the double-edged nature of community size: universities with a strong reputation tend to have more Facebook fans, but having many Facebook fans has detrimental effects on individual fan engagement. Furthermore, the frequency of updates is a crucial factor, as too frequent and too infrequent updates lead to lower levels of fan engagement. We discuss theoretical implications for online communities and derive implications for social media managers.  相似文献   

Routines and collective orientations in mathematics teachers’ professional development     

Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110

There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’ collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon knowledge base, for mathematics teachers’ professional development.

Uwe GellertEmail:

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Entwicklungsaufgaben von Lehramtsstudierenden,Referendaren und Berufseinsteigern     

Ingrid Kunze  Uwe Herieks 《Zeitschrift für Erziehungswissenschaft》2002,5(3):401-416

Zusammenfassung Der Beitrag thematisiert Lehrerbildung als berufsbiographisches Problem aus bildungsgangdidaktischer und professionalisierungstheoretischer Sicht. Leitend ist die These einer beruflichen Kompetenz-und Identit?tsentwicklung in der Bearbeitung beruflicher Entwicklungsaufgaben. Aus einer Auseinandersetzung mit aktuellen Professionalisierungstheorien werden vier berufliche Entwicklungsaufgaben von Berufseinsteigern gewonnen. Sie beziehen sich auf die eigenen Kompetenzen, die Fachvermittlung, die p?dagogische Fremdwahrnehmung der Schüler sowie auf die Institution Schule. Die Plausibilit?t dieser Entwicklungsaufgaben kann anhand der Ergebnisse zweier qualitativ-empirischer Forschungsprojekte zumindest vorl?ufig belegt werden. Anschlie?end wird gefragt, welche Anl?sse und Anregungen Studium und Referendariat für vorbereitende Bearbeitungen dieser Entwicklungsaufgaben bieten. Es geht also um die biographischen Konstruktionen, die in Abarbeitung an der „latenten Strukturierung“ der Lehrerausbildung dazu führen, dass Berufseinsteiger bereits über mehr oder weniger tragf?hige Teill?sungen ihrer Entwicklungsaufgaben verfügen.

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Summary „Developing tasks“ for qualifying and newly qualified teachers: A contribution to research on professionalization This paper sees teacher training from the perspective of the current and future biography of the participant. It argues that solving job-related problems leads to the development of professional competencies and identity. The objects of this development are conceived of in didactic terminology as „developmental tasks“. Current professionalization theories highlight four specific areas of development for job-starters: personal competencies, knowledge transfer, the pedagogic perception of pupils’ needs and wants and the institution ‘school’. The plausibility of an orientation towards developmental tasks is demonstrated through the results of two qualitative empirical research projects. Finally, the paper reviews the contribution which teacher training and preparatory teaching practice can make in preparing new teachers for these developmental tasks. Ideally, teacher training should offer teachers the chance to develop biographic constructs, which can be applied to the work situation as semi-solutions to their developmental tasks.

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Vergleichsarbeiten im Vergleich – Akzeptanz und wahrgenommener Nutzen standardbasierter Leistungsmessungen in Baden-Württemberg und Thüringen     

Dr. Uwe Maier 《Zeitschrift für Erziehungswissenschaft》2008,11(3):453-474

Test-based reforms of schools and teaching have become popular instruments of German educational policy. However, performance assessment and its implementation differ widely between the German states. The differences between the comparative tests used in Thuringia (years 6 and 8) and Baden-Württemberg (year 6) are particularly clear. For instance, the Thuringia competency tests are embedded within an extensive concept for teachers’ continual professional development and the teachers receive fair, criteria-based feedback. A quantitative teacher survey in both German states (n=1136) was carried out in order to find out whether these differences led to differences in the respective teachers’ acceptance and appraisal of the tests and whether the test results initiated internal discussions amongst teachers. The results show that teachers from Thuringia had a higher acceptance and estimation of curricular validity, uses of the data for learning diagnosis and for future lesson planning. Singularly, the use of the central test results to mark students received a higher evaluation from teachers in Baden-Württemberg. The tests results are also more frequently the subject of systematic discussions in school forums in Thuringia.  相似文献   

Core executive functions are selectively related to different facets of motor competence in preadolescent children     

Sebastian Ludyga  Uwe Pühse  Markus Gerber  Christian Herrmann 《European Journal of Sport Science》2019,19(3):375-383

Background: Although accumulating evidence suggests that motor and cognitive development is interrelated, only a few studies have investigated links between executive function and motor control. Therefore, the present cross-sectional study examined the relationship between motor competences and core components of executive functioning, including inhibitory control, working memory and cognitive flexibility. Methods: In 89 preadolescent children, motor competences were assessed using the MOBAK-5 test battery. Additionally, all participants completed computer-based versions of the Flanker task, which included standard and switch blocks, and the 2-Back task. Results: Partial correlations (correcting for age, gender and body mass index) revealed that locomotor skills were associated with the adjusted hit-rate on the 2-Back task (r?=?0.34) whereas object control was linked with conflict score on the Flanker task (r?=??0.39). In contrast, there was no correlation between switch costs and motor competences. Conclusion: In preadolescent children, high competences in locomotor skills and object control skills are associated with high performance on specific executive function tasks. This finding supports the current view that motor competences and cognitive control share some common underlying processes.  相似文献   

The Creativity Continuum     

Uwe Hasebrink 《TechTrends》2009,53(4):26-27

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Towards a local integration of theories: codes and praxeologies in the case of computer-based instruction     

Uwe Gellert  Joaquim Barbé  Lorena Espinoza 《Educational Studies in Mathematics》2013,82(2):303-321

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德国国家科技图书馆的发展思考与实践     

Jan Brase  Uwe Rosemann  Irina Sens  顾立平 《图书情报工作》2013,57(20):58-61

简介科研数据应用的新发展以及科研数据权益管理的新挑战。描述德国国家科技图书馆的可扩展架构以及其中的科研数据入口网站GetInfo、永久性识别服务DOI、全球性数据引用服务DataCite等的实践成果,并讨论培养数据馆员的需求。这些服务可以增强对非文本资源的检索、标识数字数据资源、促使科研数据得到正式引用以及提升图书馆价值。  相似文献   

An innovative plant genomics and gene annotation program for high school, community college, and university faculty          下载免费PDF全文

Hacisalihoglu G  Hilgert U  Nash EB  Micklos DA 《CBE life sciences education》2008,7(3):310-316

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Energy conservation by elastic storage in kangaroos     

Uwe Proske B.Sc.  Ph.D.  D.Sc. 《Endeavour》1980,4(4):148-153

Kangaroos are able to increase their hopping speed without raising the total level of energy expenditure, and one means of energy conservation which may help them achieve this is elastic storage in muscles and tendons. During each hop muscles and their tendons are stretched; by taking up most of the stretch, the tendons allow muscle and tendon together to behave as a simple spring. During recoil most of the energy put in by stretch is released and provides the animal with some of the lift for the next hop.  相似文献