Erratum to: (N)Olympia in Germany? An analysis of the referendum against Munich 2022     

Thomas Könecke  Mathias Schubert  Holger Preuß 《Sportwissenschaft》2016,46(1):25-25

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Privatisation,Decentralisation And Governance In Education In The Czech Republic,England, France,Germany And Sweden     

Holger?DaunEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):325-346

The Czech Republic, England, France, Germany and Sweden differ culturally and economically, but they commonly exhibit general trends of decentralisation in the control of educational processes and outcomes. The present contribution looks at these five European countries as the venue for case studies in educational restructuring as well as evaluation, assessment and reporting. It shows that such trends have been most radical in the Czech Republic and Sweden, while England has centralised curriculum policy and France has devolved some decision-making to bodies at lower levels, but as representatives of the central state.  相似文献   

Mental health services in independent secondary boarding schools: The need for a model     

Thomas J. Van Hoof  Holger Hansen 《Psychology in the schools》1999,36(1):69-78

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Publish@rs: Where do you want to go tomorrow?     

Holger Silberberger  Marc Ziegler 《Publishing Research Quarterly》2000,16(3):29-38

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Childhood learning,life skills and well‐being in adult life: a Senegalese case     

Holger Daun 《比较教育学》2010,46(4):409-428

Education is not easily converted into human capital and well‐being in low‐income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well‐being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well‐being in a low‐income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.  相似文献   

The relation between self-regulation and the embedding of support in learning environments     

Geraldine Clarebout  Holger Horz  Wolfgang Schnotz  Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.  相似文献   

Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies     

Marie Källkvist  Stephen Gomez  Holger Andersson  David Lush 《The Internet and Higher Education》2009,12(1):35-44

The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.  相似文献   

What does better peer review look like? Underlying principles and recommendations for better practice     

Heidi Allen  Alexandra Cury  Thomas Gaston  Chris Graf  Hannah Wakley  Michael Willis 《Learned Publishing》2019,32(2):163-175

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.  相似文献   

From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning          下载免费PDF全文

Jessica F. Hay  Katharine Graf Estes  Tianlin Wang  Jenny R. Saffran 《Child development》2015,86(1):10-22

Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone.  相似文献   

Gauge Pressure     

Dean Rickles  Chris Smeenk  Holger Lyre  Richard Healey 《Metascience》2009,18(1):5-41

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