Problem solving in the rat: Stay vs. shift solutions on the three-table task     

Thom Herrmann  Eleanor Bahr  Becky Bremner  Paul Ellen 《Learning & behavior》1982,10(1):39-45

Two experiments were conducted to determine the conditions under which a shift problem vs. a stay problem would be easier for animals tested on Maier’s three-table task. When animals were given a prior exploratory experience and a partial feeding during the feeding experience, the stay problem was easier. With a prior exploratory experience and a complete feeding experience, the shift solution was easier. In the absence of prior exploration, rats cannot solve either the stay or shift problem, regardless of the amount of feeding during the feeding experience.  相似文献   

Film als Medium religiöser Bildung     

Wilhelm Gräb  Jörg Herrmann  Christian Nottmeier 《Zeitschrift für Erziehungswissenschaft》2004,7(3):326-343

Zusammenfassung Die Praktische Theologie protestantischer Pr?gung beginnt, den Film als Medium religi?ser Bildung zu entdecken. Diese Entwicklung steht im Kontext einer generellen kulturhermeneutischen Orientierung der Praktischen Theologie, die die Auseinandersetzung mit religi?sen Ph?nomenen auch au?erhalb des traditionellen Christentums vorantreibt. In diesem Zusammenhang ist deutlich geworden, dass die Erz?hlungen der audiovisuellen Medienkultur und insbesondere der Kinofilm wichtige Sinndeutungsfunktionen von der traditionellen Religionskultur des Christentums übernommen haben und damit auch für die Prozesse religi?ser Bildung relevant geworden sind. Der Film ist dabei besonders im Jugendalter von Bedeutung, insbesondere der Spielfilm fungiert als wichtige Ressource für die Sinn- und Wertorientierung Jugendlicher. Dass und wie religi?se Sinnmuster in Filmen von den Rezipienten auch aufgegriffen werden, zeigen erste Ergebnisse eines Forschungsprojektes am Berliner Seminar für Praktische Theologie am Beispiel des Films „Cast Away — Verschollen“ (USA 2001). Vor diesem Hintergrund und auf der Basis eines an überlegungen von Volker Ladenthin anknüpfenden Verst?ndnisses von Bildung als Selbstbildung wird die Auseinandersetzung mit Kinofilmen als wichtige Aufgabe eines Religionsunterrichtes eingefordert, der auf der H?he seiner Zeit sein will.

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Summary Film as a Medium of Religious Education Protestant Practical Theology has begun to discover films as a medium of religious education. This development emerges within the context of a general cultural hermeneutic orientation of Practical Theology which encourages the treatment of religious phenomena outside of Christianity’s traditional fora. It is now recognized that stories in the audio-visual media culture and particularly cinematic films have acquired a significant function for making-sense of the world — traditionally the role of religious culture — and have, therefore, become relevant for processes of religious education. Films are particularly important for youth culture and especially movies act as significant resources for young people’s understanding and value-orientation. First results of a research project at the Berlin Institute for Practical Theology demonstrate, using the example of “Cast Away” (USA 2001), that religious patterns of meaning in films are adopted by recipients and how this occurs. Based on this research and a concept of education as self-education pace Volker Ladenthin, a critical treatment of movies is argued to be an important task for religious courses, which strive to be contemporary.

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Instruments for school self-evaluation: lost in translation? A study on respondents’ cognitive processing     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2017,29(4):397-420

School self-evaluation (SSE), as an important leverage for quality assurance, often relies on surveys among staff members to collect information on the schools’ functioning. The extent to which respondents cognitively process items as developers intended them determines the cognitive validity of SSE results. However, it is unclear what problems occur in respondents’ cognitive processes which lead to cognitively invalid SSE results and how respondents’ positions in the school affects these cognitive processes. This study draws on cognitive interviews conducted with 20 teachers and principals to understand their thinking process while answering an SSE survey. Cognitively invalid results were analysed using a content analysis to identify problems in respondents’ cognitive processes. Findings showed that respondents experience semantic and syntactical issues when interpreting items. While elaborating, problems were found regarding items’ topic and focus, particularly concerning whom to make a statement about. Issues also emerged in the response stage, especially that the ‘don’t know’ option was not used as intended. Respondents’ positions influence their understanding about whom a statement is required and how self-evident some items are to them. These problems should be taken into account by developers of SSE surveys and other instruments that intend to measure organisational characteristics.  相似文献   

What pharmaceutical libraries really want     

Henning P. NIELSEN  Sven‐Olaf VOGT 《Learned Publishing》2010,23(1):53-58

The multiplicity of publisher business models and the restrictions of digital rights management systems greatly hamper pharmaceutical companies in the prosecution of their work. We explore the variety of ‘pharma’ needs and the reasons for them. Much progress has been made but more needs to be done. The libraries seek only to satisfy their customer needs while complying with owners' rights.  相似文献   

Samstags um halb 4. Die Geschichte der Fußballbundesliga     

Sven Güldenpfennig 《国际体育史杂志》2013,30(2):372-375

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School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《School Effectiveness & School Improvement》2013,24(4):660-678

ABSTRACT

In order to enhance the quality of education, school self-evaluation (SSE) has become a key strategy in many educational systems. During an SSE process, schools describe and evaluate their own functioning, often by administering questionnaires among teachers. However, it is unknown to what extent SSE questionnaire results are distorted by respondents’ tendencies towards socially desirable responding and their motivation to fill in an SSE questionnaire. This study reports on a path analysis, performed on the results of an authentic SSE with 382 participants. Results indicate that socially desirable responding and motivation have indeed an impact on SSE results. However, the effects are differential and depend on the variable of interest. These findings can have serious implications, and should be taken into account when drawing conclusions and taking (school) policy decisions within the framework of an SSE process.  相似文献   

DO SCHOOLS MAKE A DIFFERENCE IN THEIR STUDENTS’ ENVIRONMENTAL ATTITUDES AND AWARENESS? EVIDENCE FROM PISA 2006     

Liesje Coertjens  Jelle Boeve-de Pauw  Sven De Maeyer  Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522

The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.  相似文献   

„Serious Games — Fußball,Medien und Politik“     

Melanie Haller  Sven Ismer 《Sportwissenschaft》2007,37(1):88-92

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Xenophobia and right-wing-extremism in German youth groups — Some evidence against unidimensional misinterpretations     

Wolfgang Frindte  Friedrich Funke  Sven Waldzus 《Int J Intercult Relat》1996,20(3-4)

The antecedents of violent and xenophobian orientations among young people have been extensively studied after the German reunification, producing various complementary or contradictory theoretical approaches. The present study presents statistical analyses of survey data collected from 1,177 adolescents in six German towns. These serve as the base for a bidimensional structural analysis of extreme right-wing orientation. The overlap between extreme right-wing social orientation and variables, such as gender, educational level or affinity to various youth cultures is analyzed and discussed. It is shown that there is a great danger of misinterpretation if one tries to generalize isolated results concerning xenophobian and violence-related orientations among German youths.  相似文献   

The Impact of Personality,Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace     

Tine van Daal  Vincent Donche  Sven De Maeyer 《Vocations and Learning》2014,7(1):21-40

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers’ participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders (Belgium) participated in this exploratory study. They completed a questionnaire consisting of different instruments to map their personality (NEO-FFI), goal orientation (adaptation of Achievement Goal Questionnaire), self-efficacy (Teachers’ Sense of Efficacy Scale) and participation in learning activities (adaptations from different scales). Results of multivariate regression analyses indicate that conscientiousness, extraversion and openness have a positive effect on teachers’ participation in learning activities in the workplace. However, learning orientation and self-efficacy are found to be better predictors for participation in experimentation, informal interaction and selfregulation. Analysis using structural equation modeling reveals an indirect relationship between extraversion and self-regulation, mediated by self-efficacy. Learning orientation mediates the impact of conscientiousness on informal interaction. As teachers’ goal orientation and self-efficacy can be influenced, school policy makers should reflect upon ways on how teachers’ goal orientation and self-efficacy can further be enhanced.  相似文献