Inklusion im Sportunterricht     

Sabine Reuker  Anne Rischke  Astrid Kämpfe  Björn Schmitz  Hilke Teubert  Anne Thissen  Holger Wiethäuper 《Sportwissenschaft》2016,46(2):88-101

This review article provides an overview of the state of research in the English and German languages on inclusive physical education lessons. Studies published in journals and collected works between 2005 and 2014 were included. A systematic literature search was carried out and articles were selected according to predetermined criteria. A total of 74 articles were included in this review and categorized into the 3 superordinate topics attitude, lessons and qualifications. The compact presentation of the results revealed a tendency towards a positive attitude on inclusive physical education lessons of all participants questioned; however, teaching staff were critical of the concrete implementation of inclusive lessons and admitted that they had been insufficiently prepared for this during training. Pupils also expressed positive as well as negative experiences for participation in inclusive physical education lessons; however, some study results indicated that the acceptance of children with disabilities as well as their effectiveness of learning and physical activity can be improved by special interventional approaches. A core topic of inclusive lessons is a cooperation between the various participants. In this way problems are revealed, which can partly be attributed to the sometimes less clearly defined task profile and to discipline-specific training deficits of some participants. Finally, based on a critically constructive discussion, recommendations on further research approaches on inclusive physical education lessons in German-speaking regions are presented.  相似文献   

Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students     

Holger Juul  Dorthe Klint Petersen 《Annals of dyslexia》2017,67(3):369-382

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.  相似文献   

Einstellungen,Motivation und Selbstwirksamkeit von Lehrkräften     

Britta Oerke  Nele McElvany  Annika Ohle-Peters  Holger Horz  Mark Ullrich 《Zeitschrift für Erziehungswissenschaft》2018,21(4):793-815

Teachers’ attitudes, motivation and self-efficacy are aspects of their professional competence affecting students’ motivation and learning via instructional behavior. In the present study, school type-specific differences in these teacher competencies and their relation to instruction when teaching with texts and integrated pictures are analyzed, further focusing on effects of school subject and teaching experience. Teachers (N?=?265) of primary school, lower and upper track secondary school filled in questionnaires. Primary school teachers were less intrinsically motivated to teach text-picture integration than secondary school teachers. They showed more negative attitudes towards texts with pictures than upper track teachers and avoided discussing the picture to a higher degree. All teacher characteristics predicted instructional behavior, further school type-specific effects of the subject occurred. The results provide starting points for teacher training and the potential for further research concerning the support of students in class.  相似文献   

Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades     

Edith Aurora Graf  Meirav Arieli-Attali 《理论付诸实践》2015,54(3):195-202

Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections among mathematical ideas and applying them in ways that may not have been taught directly. A challenge in characterizing mathematical competency is to capture not only the variety of skills and concepts, but also their connections. Designing assessments based on learning progressions may be one way to respond to this challenge. We discuss our experience developing a learning progression and an associated task model for mathetical functions.  相似文献   

Letter to the editor concerning the article “Effects of acoustic feedback training in elite-standard Para-Rowing” by Schaffert and Mattes (2015)     

Holger Hill 《Journal of sports sciences》2015,33(15):1637-1638

In a case study, Schaffert and Mattes reported the application of acoustic feedback (sonification) to optimise the time course of boat acceleration. The authors attributed an increased boat speed in the feedback condition to an optimised boat acceleration (mainly during the recovery phase). However, in rowing it is biomechanically impossible to increase the boat speed significantly by reducing the fluctuations in boat acceleration during the rowing cycle. To assess such a, potentially small, optimising effect experimentally, the confounding variables must be controlled very accurately (that is especially the propulsive forces must be kept constant between experimental conditions or the differences in propulsive forces between conditions must be much smaller than the effects on boat speed resulting from an optimised movement pattern). However, this was not controlled adequately by the authors. Instead, the presented boat acceleration data show that the increased boat speed under acoustic feedback was due to increased propulsive forces.  相似文献   

Primary Education in Sub-Saharan Africa--a moral issue,an economic matter,or both?     

Holger Daun 《比较教育学》2000,36(1):37-53

Generally, it is argued that economic factors explain changes in literacy and enrolment rates in sub-Saharan Africa. This article demonstrates that educational indicators vary as much with religious factors, i.e. degree of Islamisation and Christianisation, as with economic factors. Forty years ago, strongly Christianised countries had higher rates of literacy and primary school enrolment than strongly Islamised countries, regardless of economic level, typpe of state and colonial background, and they still have. The article ends with a number of assumptions which can serve as an agenda for research on educational development in sub-Saharan Africa.  相似文献   

Chronische koronare Herzkrankheit     

Harald Gabriel  Senta Graf und Thomas Neunteufl 《Wiener klinische Wochenschrift Education》2007,2(3):155-174

Ohne Zusammenfassung  相似文献   

International research networks: Determinants of country embeddedness     

Holger Graf  Martin Kalthaus 《Research Policy》2018,47(7):1198-1214

Research activities are increasingly global so that embeddedness in international knowledge networks is decisive for inventive and innovative performance. We analyze determinants of countries’ embeddedness in the global photovoltaics knowledge network for the period 1980–2015 and argue that positions in this network are determined by the structure and functionality of national research systems and by instruments within the policy-mix for renewable energies. We show that cohesion and connectedness of the national research system positively affect international embeddedness, whereas centralized systems are detrimental to embeddedness. This indicates that a diffusion oriented research system allows better access to international knowledge flows. Policy instruments, especially demand side instruments, show a positive effect on embeddedness.  相似文献   

No condition is permanent: An interview with Chinua Achebe     

Holger?EhlingEmail author 《Publishing Research Quarterly》2003,19(1):55-69

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Letters     

Mary Catherine Ware  Raymond W. Graf  Thomas G. Helfrich 《Educational technology research and development : ETR & D》1970,18(3):356-358

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