Von der Wissensvermittlung zur pädagogischen Kommunikation     

Jochen?KadeEmail author  Wolfgang?Seitter 《Zeitschrift für Erziehungswissenschaft》2003,6(4):603-618

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Conflict and contentment: Case study of the social mobility of working‐class students in Canada     

Wolfgang Lehmann 《European Journal of Education》2021,56(1):41-52

This article offers a tentative exploration of how working‐class students' mobility is affected by the push to enter middle‐class careers and lifestyles, and the pull of their working‐class origins. Based on a nine‐year qualitative longitudinal study of working‐class students at a Canadian university, I will show that few study participants experienced mobility as an uncontested or linear trajectory. Two key storylines can be identified: (a) a story of adjustment, modification and contentment; and (b) a story of conflict, loss, and struggle. For most, educational mobility was tempered by revisions of occupational ambitions, by returns to their home communities and by lifestyle choices that do not fit simple narratives of status mobility. And yet, all expressed a growing sense of self‐confidence, appreciated their education as an experience of personal growth, and achieved on their own terms, in post‐graduate education and newly discovered careers.  相似文献   

Cognitive functioning in children with learning problems     

Christina Schwenck  Friederike Dummert  Darius Endlich  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2015,30(3):349-367

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Sozioökonomische Medaillenberechnungen: Exakte Prognosen für alle, hinreichend genaue Prognosen für die wichtigsten Sportnationen — oder „nur“ Sollberechnungen?     

Wolfgang Maennig  Christian Wellbrock 《Sportwissenschaft》2008,38(4):472-475

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Tiefe Venenthrombose – TVT     

Wolfgang Sturm 《Wiener klinische Wochenschrift Education》2009,4(2):57-66

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Differenzielles Lehren und Lernen: (k)eine Kritik – eine Bestätigung     

Prof. Dr. Wolfgang I. Schöllhorn  Hendrik Beckmann  Alexander Eekhoff  Patrick Hegen 《Sportwissenschaft》2013,43(1):56-57

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Mind the gap: Holocaust education in Germany,between pedagogical intentions and classroom interactions     

Meseth  Wolfgang  Proske  Matthias 《Prospects》2010,40(2):201-222

The injunction to learn from history is a key feature of German debates over the politics of memory and history, which, since the end of World War II, have been seen primarily pedagogical. Thus, state schools were asked to serve as society’s central location for memory and learning. Research on history education has rarely addressed questions about how instruction on the history of National Socialism (NS) plays out in practice, about how ambitious educational goals are implemented at the level of actual instruction, or about the challenges that teachers and students face when they are asked to address such a morally fraught topic. This paper presents findings from a qualitative study that explored these issues using analyses of concrete classroom experience. The paper is based on four carefully selected case studies. The first looks at how a contemporary account of the issue and its moral implications are handled in the classroom. The second examines the consequences for classroom discussion of a discrepancy between teacher expectations and student interpretations of an excerpt from Hitler’s Mein Kampf. The third also addresses a discrepancy, focusing on the institutionalized generation gap in school. Finally, the fourth case shows how instructional communication benefits when participants assume a reciprocal, though not always articulated, consensus opinion on NS. The interpretation of the cases illustrates how both the organizational framework of schools and the specific conditions of classroom interaction shape the treatment of NS. Classroom interactions are strongly influenced by the quirky, often unexpected, ways that students appropriate knowledge—ways that often conflict with the intended content of the lesson and with public expectations for the treatment of Germany’s past. The analysis reveals a tension between the under-moralization and the over-moralization of teaching the Holocaust, and a tension between the need to represent the crimes of NS adequately, and to fulfill the goals of moral education.  相似文献   

Sozioökonomische Schätzungen olympischer Medaillengewinne     

Wolfgang Maennig  Christian Wellbrock 《Sportwissenschaft》2008,38(2):131-148

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Ökonomik von Sportligen     

Wolfgang Maennig 《Sportwissenschaft》2006,36(2):203-206

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Sportkultur     

Wolfgang Kaschuba 《Sportwissenschaft》2007,37(4):464-466

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