Teaching Inquiry With a Lens Toward Curiosity     

Christine von Renesse  Volker Ecke 《PRIMUS》2017,27(1):148-164

Abstract

This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a curiosity–inquiry cycle and become most active in a classroom that exhibits a culture of asking questions.  相似文献   

Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey     

Michael F. Lewis  Stephen D. Truscott  Martin A. Volker 《Psychology in the schools》2008,45(6):467-482

A national telephone survey was conducted to examine potential differences between National Association of School Psychologists (NASP) members and non–NASP member school psychologists. Identified schools were contacted by telephone and the researchers asked to speak with the school psychologist. A sample of 124 practicing school psychologists was obtained. Overall, 57.3% (n = 71) of respondents were NASP members, and 42.7% (n = 53) were not. In most respects, current results were similar to NASP‐member‐only surveys. Current results suggest that previous studies overestimated the proportion of NASP members among school psychologists and may have underestimated the total number of school‐based practitioners. Significant differences between NASP members and nonmembers were found in ethnicity, national certification, professional organization membership, and use of Curriculum Based Measurement. Results are discussed in the context of previous national surveys. © 2008 Wiley Periodicals, Inc.  相似文献   

Book reviews     

Hartwig Wittje  Hans Scheuerl  Harald Wagner  Gottfried Hausmann  Herman Lange  Volker Lenhart  Bettina Kobialka  Philip G. Altbach  Colin Titmus  Harry N. Drier  T. Neville Postlethwaite  W. D. Halls  Martin Carnoy  Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222

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Book reviews     

Stephen Wiseman  Jürgen Steinack  Volker Gold  Edouard Bayer  Albert Husquinet  Gilbert L. de Landsheere  Louis Andrianne  Bernard Trouillet  Jack Heinz Sislian  Georg Viewegee  Mabel B. Denny 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(1):120-137

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Ist Akademikermangel unvermeidbar?     

Volker?Müller-BenedictEmail author 《Zeitschrift für Erziehungswissenschaft》2002,5(4):672-691

Für die kommenden Jahre wird ein drastischer Akademikermangel in Deutschland vorausgesehen. In den letzten 150 Jahren sind Akademikermangelphasen wiederholt aufgetreten. Der Beitrag verknüpft bildungshistorische und aktuelle Daten, um einen Mechanismus zu rekonstruieren, der aus einer Akademikermangelphase unausweichlich die n?chste entstehen l?sst. Er besteht aus der Folge von Eigenausbauphasen des Bildungssystems und Breitenwachstumsphasen der anderen akademischen Berufe. Die Unvermeidlichkeit des Mangels ergibt sich daraus, dass die Berufsdauer der Lehrer/-innen gleich lang ist wie diese Phasenfolge (ca. 30–35 Jahre). In der „Tiefe“ dieses Mechanismus liegen die Altersstrukturwellen der Lehrer, die die Zeitpunkte der Mangelphasen bestimmen.  相似文献   

Categorizing Urban Tasks: Functions of Museums In the Post‐Industrial City     

Volker Kirchberg 《Curator: The Museum Journal》2003,46(1):60-79

This article is a result of a comprehensive and international literature review of corresponding sociological and urban studies publications on functions of museums in a city. A two‐dimensional taxonomy of functions is presented. In the first dimension, cities are considered in physical space (here labeled as Firstspace), mental space (Secondspace), and political space (Thirdspace). In the second dimension, museum functions are dichotomized in manifest functions that are intended and openly propagated, and latent functions that are hidden from the public and often unintended. This article will list examples for museum functions in First‐, Second‐, and Thirdspace from Europe and America. Museums shape cities, and are themselves shaped by cities in multiple ways.  相似文献   

Das Counterpartprogramm: Lehrerausbildung für Berufliche Schulen der Entwicklungsländer     

Volker Lenhart 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):277-288

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Reinhold Messners Philosophie — Sinn machen in einer Welt ohne Sinn     

Volker Caysa  Wilhelm Schmid  Arno Müller 《Sportwissenschaft》2004,34(1):95-98

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The Problem of Child Soldiers     

Volker Druba 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,84(3):271-278

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Work integrated learning for engineering qualifications: a spanner in the works?     

Sybert Mutereko  Volker Wedekind 《Journal of Education & Work》2016,29(8):902-921

Work-integrated learning (WIL) has been identified as a way of equipping graduates with attributes that make them work-ready. Many higher education institutions (HEIs) require their students to go through a compulsory work place learning form (WPL) of WIL. The complications of WPL can affect HEIs’ student throughput. To address this challenge, a university of technology (UoT) in South Africa is curriculating engineering diplomas and degrees which do not make WPL a compulsory module. This is in line with the new Higher Education Qualifications Sub-framework and Engineering Council of South Africa requirements. We employed in-depth interviews to gain an insight into the new programmes without WPL. Our findings indicate that WPL, in its current form, does not make graduates work-ready. Employers use it either to get extra cheap labour or as a recruitment process. It is envisaged that the new programme will increase the UoT’s throughput without adverse effects on the graduates’ attributes. These findings have important implications for HEIs, students and employers. It implies that HEIs will greatly improve throughput, which is desirable for both the HEIs and the students. For employers, this means they will have qualified people who might need higher wages, in comparison with students on WPL and they will need to plan for more in-house induction.  相似文献