Körperliches und kognitives Training exekutiver Funktionen in Kindergarten und Schule     

Dr. Sabine Kubesch  Laura Walk 《Sportwissenschaft》2009,39(4):309-317

Executive functions, which can be encouraged by physical and cognitive training, are pivotally important for the social and emotional development of children and adolescents. For this reason future training of executive functions in kindergarten and school settings should be firmly anchored in both teacher education and continuing education courses as well as in school lessons. At the same time cognitive and neuroscientific studies analyzing the influence of sports on the learning performance of children and adolescents should be conducted under realistic learning conditions and hence in research schools.  相似文献   

Students’ ‘uses and gratification expectancy’ conceptual framework in relation to E-learning resources     

Makingu Mondi  Peter Woods  Ahmad Rafi 《Asia Pacific Education Review》2007,8(3):435-449

This paper presents the systematic development of a ‘Uses and Gratification Expectancy’ (UGE) conceptual framework which is able to predict students’ ‘Perceived e-Learning Experience. ’ It is argued that students’ UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives. As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives. The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions of the UGE approach are highlighted and consistently implemented in the conceptual edifice.  相似文献   

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?     

Florian Klapproth  Henrike Kärchner  Sabine Glock 《Journal of Experimental Education》2018,86(2):173-194

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed school days in Experiment 2) led to more high-track recommendations for low-achieving minority students and to fewer high-track recommendations for high-achieving minority students. Conversely, stereotype-disconfirming information exerted little or no influence on the recommendations for high-achieving native students but worsened recommendations for low-achieving students. The results were interpreted as being based either on subtyping (predominantly for minority Turkish students) or subgrouping (predominantly for majority German students) of ethnic stereotypes.  相似文献   

Reflecting on the value of resources for internationalising the curriculum: exploring academic perspectives     

Sabine McKinnon  Angela Hammond  Monika Foster 《Journal of Further & Higher Education》2019,43(1):138-147

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(Empirische) Bildungsforschung – notwendig außeruniversitär?     

Britta Behm  Sabine Reh 《Zeitschrift für Erziehungswissenschaft》2016,19(1):107-127

In this paper, the so far hardly explored history of empirical educational research (Bildungsforschung) in West Germany between 1945 and the 1990s is examined and roughly surveyed. The focus is on the 1950/1951 established German Institute for International Educational Research (DIPF) in Frankfurt on the Main, whose foundation was closely linked to the policy of the US occupation forces in Germany. Also considered is the history of the Berlin Max Planck Institute for Human Development (MPIB), which was founded in 1963. It is suggested that the Frankfurt institute was a pioneer of educational research and that its foundation took place quasi-necessarily as a non-university institute due to the political and scientific context conditions at the time. Therefore, the history of the MPIB can be understood adequately only on the background of the DIPF’s history and the further development of educational research should be analyzed with special regard to the specific conditions of non-university research in Germany. Looking ahead, the desideratum of a transnational history of empirical educational research in West Germany is outlined which basically fathoms the development of science as a result of complex interactions with other social knowledge and action fields.  相似文献   

Multimodal analysis for critical thinking     

Kay L. O'Halloran  Sabine Tan  Marissa K.L. E 《Learning, Media and Technology》2017,42(2):147-170

This paper proposes a pedagogical approach for teaching and learning critical thinking through multimodal analysis – that is, ‘multimodal analysis for critical thinking'. The approach builds on the conviction that students require competencies that move beyond traditional notions of literacy to meet the changing demands posed by media and technology in the twenty-first century. The approach takes a social semiotic view toward critical multimodal literacy, which aims to provide students with an analytical metalanguage for the systematic analysis of multimodal texts and videos. The pedagogical approach is facilitated through the use of purpose-built software applications with comprehensive analytical frameworks designed to support the systematic teaching and learning of multimodal analysis, with a view to developing the critical literacy skills needed for life in the digital age. The potential efficacies of the approach are illustrated via the exposition of software functionalities and the sample analyses of a printed text with image components, and a short advocacy video.  相似文献   

Use of Felder and Silverman learning style model for online course design     

El-Bishouty  Moushir M.  Aldraiweesh  Ahmed  Alturki  Uthman  Tortorella  Richard  Yang  Junfeng  Chang  Ting-Wen  Graf  Sabine  Kinshuk 《Educational technology research and development : ETR & D》2019,67(1):161-177

Educational technology research and development - Learning Management Systems are used in millions of higher education courses, across various countries and disciplines. Teachers build courses...  相似文献   

Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018 Earli‐SIG22 Conference     

Nienke van Atteveldt  Sabine Peters  Bert De Smedt  Iroise Dumontheil 《Mind, Brain, and Education》2020,14(2):124-129

The special issue resulting from the 2018 Earli‐SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self‐report or qualitative measures to understand the “mind” level of Mind, Brain, and Education. The other half investigates the “brain” level, using neuroimaging but also genetics or eye‐tracking to gain access to the wider range of biological substrates of learning and cognition. These biological studies mostly have added value by refining psychological theories, such that these inspire new hypotheses to test in the field, to ultimately better inform teaching. Importantly, the special issue presents several approaches to more intensive, bi‐directional and systematic practice‐research collaborations to better connect the “mind” and “brain” levels to education, and to equip researchers to realize such collaborations successfully in the future.  相似文献   

Inquiry-based learning and technology—supporting institutional TEL within one pedagogical context     

Sabine Little 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):422-432

Following the establishment of Centres for Excellence in Teaching and Learning in England and Northern Ireland in 2005, several institutions have used these to pursue specific pedagogical approaches at a strategic level, in line with and building on existing institutional strategic thinking. Technology-enhanced learning is often one of the vehicles to implement these pedagogical approaches, leading to institution-wide attempts to identify and support suitable technologies. This paper discusses the role of the educational developer in this process and what impact this particular role might have at strategic level, bearing in mind the numerous simultaneous developments that take place in an institution at any one time.  相似文献   

Designing and teaching the executive MBA in new media and communication ‐ A project report     

Peter Glotz  Sabine Seufert  Günter Hack 《媒体管理杂志》2013,15(2):120-129

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