SOCIAL DETERMINANTS AND POTENTIALS OF EDUCATION IN LATER LIFE: THE CASE OF AUSTRIA     

Franz Kolland 《Educational gerontology》2013,39(6):535-550

Various theoretical concepts such as plasticity, competence, and potential have recently been applied to underline the possibility of later‐life development and change. Value and limitations of these concepts are discussed in view of learning in later life. A review of the special case of Austria and the educational attainments of its elderly indicates that social reality is slow in its transformation and that the disadvantageous educational achievements credited to today's older people hardly encourage them in pursuing later‐life studies. The paper reports results obtained by means of two questionnaires filled out by older students and teachers. This empirical investigation examines the influence of societal norms, social setting in institution‐related learning situations (age‐homogeneity vs. age‐heterogeneity), and instructors’ attitudes toward older students. The results demonstrate that permanent education and proper stimulation of the learning processes depend on a complex relationship between (competent) individuals, their social surroundings, and learning conditions that often prove unfavorable.  相似文献   

Editorial: Research and engineering education     

Dieter Seitzer 《European Journal of Engineering Education》2000,25(2):111-113

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Book reviews     

Sixten Marklund  Franz Hilker  Marjorie L. Jenkins  Franklin Parker  Gustav Jahoda  M. J. Langeveld  Karl Henrik Eriksson  Nicholas Hans  Gilbert de Landsheere  Leslie D. Mclean  J. Cambon  A. St. Langeland  S. Wiegersma  Richard F. Goodings  J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251

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Mensch und Freizeit Internationale Werktagung in Salzburg,Juli 1961     

Franz Haider 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):480-481

Ohne Zusammenfassung  相似文献   

Zur Pädagogischen Problematik internationaler Seminare im Rahmen der Entwicklungshilfe     

Dieter Danckwortt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):460-463

Ohne ZusammenfassungAm 19. September 1964 hatte die Deutsche Stiftung für Entwicklungsländer mit ihrem Seminarzentrum in Berlin-Tegel einen Grund zum Feiern: Ihr 50. Seminar ging zu Ende, diesmal mit dem Thema des Aufbaus der Forstwirtschaft in afrikanischen Ländern. Zur Gratulation war der Generaldirektor der FAO von Rom nach Berlin gekommen. Der Autor dieses Berichts hat die ersten drei Jahre das Seminarzentrum geleitet und sich speziell mit den pädagogischen Fragen der Begegnung unter Führungskräften verschiedener Kulturen beschäftigt.  相似文献   

Entwicklung und Probleme der Lehrerbildung in der Bundesrepublik Deutschland     

Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):455-467

Ohne Zusammenfassung  相似文献   

Book reviews     

Franz Hilker  Alan C. Purves  Edmund King  Fernand Hotyat  Gordon Bishop  Birger Bromsjö  A. Harry Passow  Willard C. Olson  Gilbert de Landsheere  Douglas M. McIntosh  John I. Goodlad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):356-376

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A New Two-Step Approach for Hands-On Teaching of Gene Technology: Effects on Students’ Activities During Experimentation in an Outreach Gene Technology Lab     

Franz-Josef Scharfenberg  Franz X. Bogner 《Research in Science Education》2011,41(4):505-523

Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach: ‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions ‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed, and conclusions for optimizing science teaching are drawn.  相似文献   

Seasonal bias in editorial decisions? A study using data from chemistry     

Lutz BORNMANN  Hans‐Dieter DANIEL 《Learned Publishing》2011,24(4):325-328

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E-learning with multiple-try-feedback: Can hints foster students’ achievement during the semester?     

Schwerter  Jakob  Wortha  Franz  Gerjets  Peter 《Educational technology research and development : ETR & D》2022,70(3):713-736

Educational technology research and development - E-learning opportunities have become an increasingly important component of university education. Various laboratory studies have shown that...  相似文献