Neurotrophic factors     

Wilfried Eckehart Seifert Ph.D. 《Endeavour》1985,9(4):183-190

Unlike many other growth factors, neurotrophic factors do not stimulate the general proliferation of nerve cells but rather differentiation, both morphologically and biochemically. Recent research, including nerve cell cultures, has done much to reveal the nature and mode of actions of these factors and suggests ways in which they might be used in clinical medicine.  相似文献   

The theory of shooting and the evolution of the spitzer bullet     

L.H. Hartmann 《Journal of The Franklin Institute》1908,166(3):165-176

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Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?          下载免费PDF全文

Matthias Krepf  Wilfried Plöger  Daniel Scholl  Andreas Seifert 《科学教学研究杂志》2018,55(1):44-67

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context‐specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a videotaped lesson in relation to its effectiveness for learning. Our assumption was that the participants activate their PCK as a blending of content knowledge (CK) and pedagogical knowledge (PK) as suggested by Shulman's amalgam thesis. The participants (9 experts and 9 novices) were shown a lesson on optics, in which the law of refraction (Snell's law) was being studied. In a subsequent interview, the participants were asked to analyze the observed lesson. A qualitative and quantitative evaluation of the interviews showed that experts activated both CK and PK intensively and in this respect they differed significantly from novices. Further analysis of the expert statements also proved that they do not activate their CK and PK in isolation, but instead combine both kinds of knowledge together, in line with Shulman's amalgam thesis. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 44–67, 2018  相似文献   

Lesen Mädchen anders?     

Knut?SchwippertEmail author  Wilfried?Bos  Eva-Maria?Lankes 《Zeitschrift für Erziehungswissenschaft》2004,7(2):219-234

Zusammenfassung Die Gender bezogene Forschung der letzten Jahre setzte sich insbesondere mit Differenzen in mathematischen und naturwissenschaftlichen Kompetenzen auseinander, w?hrend die Unterschiede im Leseverst?ndnis weniger Beachtung fanden. Dabei sind national wie auch international die Befunde von gro? angelegten Schulvergleichsstudien konsistent: M?dchen lernen schneller und besser lesen, und auch wenn die Jungen in der Sekundarstufe aufholen, so erreichen sie den Stand der M?dchen auch im Jugendalter noch nicht. Anhand der 2001 durchgeführten Internationalen Grundschul-Lese-Untersuchung (IGLU) wird untersucht, ob der Vorsprung der M?dchen im Leseverst?ndnis schon in der Grundschule angelegt ist. Anhand differenzieller Item Analysen wird der Frage nachgegangen, ob sich auch bei einzelnen Fragen systematische Unterschiede zwischen M?dchen und Jungen nachweisen lassen. Anhand der Analysen kann gezeigt werden, dass geringe Geschlechtsdifferenzen bezüglich des Frageformats (offenes Antwortformat vs. Multiple Choice) und den Leseleistungen bei literarischen und Informationstexten bestehen. Bei Betrachtung der in IGLU getesteten Verstehensaspekte ergeben sich keine Differenzen zwischen Jungen und M?dchen. Hingegen ist bezüglich der Aufgabenschwierigkeiten ein Zusammenhang mit geschlechtsspezifischen L?sungsh?ufigkeiten festzustellen, was ?ltere Befunde stützt, die gezeigt haben, dass M?dchen routinierter lesen. Als m?gliche Konsequenz dieser Untersuchung k?nnte die Anregung gegeben werden, im Unterricht vermehrt Leseanreize zu geben, welche Jungen eher ansprechen, um sie so zum vermehrten Lesen zu führen. In sp?teren Untersuchungen w?re dann zu kl?ren, ob die Jungen so mehr Sicherheit bei routinierten Leseaufgaben erreichen k?nnten und ggf. zu dem von M?dchen gezeigten Niveau des Leseverst?ndnisses aufschlie?en k?nnten.

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Summary Over the last few years research has particularly concerned itself with gender differences between competencies in mathematics and natural sciences, whilst differences in reading comprehension have had little attention. At the same time, national and international evidence from large-scale school comparisons has shown consistently that girls learn to read faster and better. Even when boys catch up at secondary level, they do not reach the girl’ standard in their teens. On the basis of the international reading study IGLU carried out in 2001, this contribution will ask whether the girl’ head-start can already be observed at primary school level. Using differential item-analysis, the question of whether answers to individual questions show systematic differences will be investigated. The analysis shows only small gender differences regarding question format (open questions vs. multiple choice) and reading performance for literary and informational texts. Also, no differences between boys and girls can be found in the aspects of comprehension tested for in the IGLU-study. However, there is a connection between the level of task difficulty and the frequency of solving tasks by gender, which supports previous evidence that girls read more proficiently. A possible consequence of this study could be the using of reading incentives in class, which are particularly aimed at boys, to encourage their reading. Further studies would have to investigate whether boys achieve an improved confidence in tasks calling for reading proficiency and are therefore able to reach the standards of reading comprehension set by the girls.

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Who wants to become a teacher? Typology of student-teachers’ commitment to teaching     

Ikupa Moses  Amanda Berry  Nadira Saab  Wilfried Admiraal 《师资教育杂志》2017,43(4):444-457

Understanding student-teachers’ decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers’ motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching.  相似文献   

Book reviews     

T. N. Postlethwaite  David Phillips  Wilfried Hartmann  Teame Mebrahtu  Phillip Mckenzie  Glenn L. Swafford  A. J. Cropley  Hans Pelgrum  Klaus Schleicher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(1):125-139

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Why does children's generosity increase with age: susceptibility to experimenter influence or altruism?     

L Zarbatany  D P Hartmann  D M Gelfand 《Child development》1985,56(3):746-756

This study evaluated whether age differences in children's generosity are due to increasing altruistic motivation or increasing susceptibility to experimenter influence strategies. 282 first, third, and fifth graders voted on how to spend a gift of money under 1 of 5 instructional sets--3 levels of experimenter influence, peer influence, or no influence, or no influence. Voting choices (in increasing order of generosity according to experimenter-defined scoring weights) were splitting up the money equally among class members, buying something for their class, buying something for their school, or giving the money to poor children. Voting choices also were scored according to empirically derived weights based on rankings provided by an independent sample of 50 first, third, and fifth graders. Both scoring systems indicated that fifth graders were more generous than younger children, but only under high levels of experimenter demand, and peer influence did not increase children's generosity. Furthermore, first graders appeared more generous when the child-derived rather than the experimenter-derived scoring system was used. Thus generalizations regarding age differences in generosity observed in laboratory experiments may require qualification, specifying the degree and type of experimenter influence involved.  相似文献   

A review of the characteristics of intermediate assessment and their relationship with student grades     

Indira N. Z. Day  Floris M. van Blankenstein  Michiel Westenberg  Wilfried Admiraal 《Assessment & Evaluation in Higher Education》2018,43(6):908-929

In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments. Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment.  相似文献   

The Norwegian perspective on issues of quality in day care     

Anne I. H. Borge  Ellen Hartmann  Steinar Strøm 《European Journal of Psychology of Education - EJPE》1996,11(2):129-137

Since 1953, Norwegian national standards regulate ratios of children to staff, training requirements, group sizes, leadership and subsidies. Both national and local subsidies support the management and quality level of day care centers. In Norway a current viewpoint on quality in day care is to stimulate innovation in day care activities by rewarding local initiative and creativity. Outdoor activities and giving the children freedom to learn are highly valued. Preschool teacher education, which is three years at college, shares a common frame of a governmental curricular guideline as well as a nationwide curriculum for day care. A responsive and warm interaction between staff, children and parents is a definite moral value of the preschool teacher profession. Current issues of quality are related to the shortage of highly qualified directors and leaders in public day care as well as the expansion of private centers with questionable quality. Quality control of day care centers is now discussed as a necessary surveillance system of the quality of contexts and interactions in children’s daily life.  相似文献   

The effect of blended instruction on accelerated learning     

Melissa M. Patchan  Christian D. Schunn  Wilfried Sieg  Dawn McLaughlin 《Technology, Pedagogy and Education》2016,25(3):269-286

While online instructional technologies are becoming more popular in higher education, educators’ opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that distinguish one instructional mode from another, which weakens possible explanations for why online instructional technology can be beneficial. The current study isolates three benefits of the authors’ particular online instructional technology: (1) providing flexibility in how students learn, (2) offering immediate and targeted feedback and (3) increasing student participation and engagement with instructional material. Maximum benefits were observed when students used the online instructional technology to prepare for their face-to-face class – that is, students with this blended instruction learned twice as much content in the same amount of time in comparison to students with face-to-face instruction alone, without creating an atypically high workload.  相似文献