3. Alfred K. Treml: Allgemeine Pädagogik. Grundlagen, Handlungsfelder und Perspektiven der Erziehung     

Karl Ernst Nipkow 《Zeitschrift für Erziehungswissenschaft》2002,5(1):166-167

Ohne Zusammenfassung  相似文献   

2. Annette Scheunpflug: Evolutionäre Didaktik. Unterricht aus system-und evolutions-theoretischer Perspektive     

Karl Ernst Nipkow 《Zeitschrift für Erziehungswissenschaft》2002,5(1):165-166

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The Effectiveness of Adding a Parent Involvement Component to an Existing Center-Based Program for Children with Disabilities and Their Families     

Glenna C. Boyce  Karl R. White  Burton Kerr 《Early education and development》1993,4(4):327-345

The belief that parent involvement in early intervention programs increases developmental benefits for children with disabilities and their families is widely accepted. However, very few studies have directly investigated the effects of parent involvement on child and/or family outcomes in a comparative design. For the present study, children in an early intervention program were randomly assigned to either of two groups. One group continued to receive the center- based program, and the other received the center-based program plus a specific parent involvement program. The type of parent involvement most frequently reported in the literature (White,Taylor, & Moss, 1992) was implemented. Weekly parent meetings for 15 weeks focused on teaching parents how to implement intervention at home, provided information on other topics, and facilitated social support. Assessment of child and family functioning took place prior to and immediately after the parent involvement program, as well as longitudinally over a four-year period. No immediate or long-term benefits for the children or their families were found. Findings are compared with findings of other studies. The implications of the findings in evaluating the rationales for this type of parent involvement program are discussed.  相似文献   

Implicit sequence learning is preserved in dyslexic children     

Filomena Inácio  Luís Faísca  Christian Forkstam  Susana Araújo  Inês Bramão  Alexandra Reis  Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.  相似文献   

Teaching for analogical transfer as a means of improving problem-solving,thinking and learning     

Karl Josef Klauer 《Instructional Science》1989,18(3):179-192

Analogical transfer is transfer of a basic structure acquired through one or more instances to another instance. A basic structure like this is sometimes called a paradigm. Paradigmatic teaching, i.e. teaching for analogical transfer, requires the teaching of a basic structure by appropriate exemplars as well as the teaching of its application in various fields and contexts. This is demonstrated using research on teaching for problem-solving, inductive thinking, and learning-to-leam.Invited paper presented at the joint meeting of the Dutch Research Association on Instructional Processes (OTG), the German Division for Empirical Educational Research (AEPF) of the German Educational Association and the Division for Educational Psychology (FPP) of the German Psychological Association on April 23–25, 1989, at the University of Twente, The Netherlands.  相似文献   

Concerted breeding in fungi and its biotechnological application     

Karl Esser Dr.phil. 《Endeavour》1977,1(3-4)

The biotechnological exploitation of fungi is becoming more and more important both for industrial purposes and in the field of cultivation of edible mushrooms. In the past, breeding of fungi was restricted mainly to selection of better strains after spontaneous or induced mutations. Today, the inclusion of genetic recombination—based on better knowledge of how to handle fungi under controlled conditions, of their life cycles, and of their breeding systems—has given the possibility of ‘concerted breeding’. In addition, some recent basic research provides means of preventing ageing and death of fungal strains, by either genetic alterations or therapeutic treatment. Examples of the application of these ideas and results are given.  相似文献   

Interrogating Positive Youth Development Through Sport Using Critical Race Theory     

Jill Kochanek  Karl Erickson 《Quest (Human Kinetics)》2020,72(2):224-240

ABSTRACT

Sport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to reimagine sport coaching for positive development from a more socially responsible, critical praxis.  相似文献   

Preservice teachers’ articulated noticing through pedagogies of practice     

Anne T. Estapa  Julie Amador  Karl W. Kosko  Tracy Weston  Zandra de Araujo  Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415

Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.  相似文献   

Longitudinal Studies of Alternative Types of Early Intervention: Rationale and Design     

Glendon Casto  Karl R. White 《Early education and development》1993,4(4):224-237

In 1985, the US. Department of Education awarded a competitively bid contract to Utah State University to conduct a series of longitudinal studies on the effects and costs of alternative types of early intervention programs for children having disabilities. Issues addressed by this set of studies included the effects and costs of varying (a) the intensity of intervention, (b) the age at which intervention is begun, and (c) the ways in which parents are involved in intervention programs. This article summarizes the historical context in which these studies were implemented, the rationale for conducting this type of study, and the procedures incorporated into the design of each study to ensure that the results would be useful to practitioners and other researchers.  相似文献   

The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions     

Stad  Femke E.  Wiedl  Karl H.  Vogelaar  Bart  Bakker  Merel  Resing  Wilma C. M. 《European Journal of Psychology of Education - EJPE》2019,34(1):123-146

The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.

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