References     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):124-136

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On Creativity: A brainstorming session     

Ulrich  Bröckling 《Educational Philosophy and Theory》2006,38(4):513-521

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Editorial     

Ulrich Jäger 《Wiener klinische Wochenschrift Education》2007,2(2):57-57

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高等教育研究:一个多学科研究的案例   总被引：8，自引：0，他引：8  

乌尔里希·泰希勒 《清华大学教育研究》2003,24(1):1-8,48

本文根据高等教育研究有关研究现状、高等教育与政策和实践的关系、制度基础及其在高等学校教学中的作用的最新成果，综述了高等教育研究的知识状况和制度基础，特别对高等教育研究及其他多学科研究的共同特性作了重点分析。  相似文献   

Predictors of reading literacy     

Cordula Artelt  Ulrich Schiefele  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2001,16(3):363-383

Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The combined and specific effects of proximal and distal variables from small-scale psychological research as well as from large-scale educational studies on each text comprehension measure were investigated. Metacognitive knowledge, decoding speed, and the number of books at home (as an indicator for family background) were found to have specific and large effects on on-line comprehension and accounted for 46 percent of the variance with the highest effects for metacognition. Metacognitive knowledge was also highly predictive when the effects of specific prior knowledge and thematic interest on memory-based text comprehension were estimated simultaneously. In addition, students who showed relative strength in building up a coherent representation of specific texts (memory-based text comprehension) were characterised by high amounts of prior knowledge and thematic interest thereby underlining the importance of these student characteristics for learning.  相似文献   

How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation     

Ewald Kiel  Ulrich Heimlich  Reinhard Markowetz  Annika Braun 《欧洲特需教育杂志》2016,31(2):202-219

The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools, SETs leave their profession at a higher rate. For this reason, the study focuses on so-called dysfunctional cognitions, which might increase stress in strenuous occupational situations and which have long-term harmful effects on health. The construct of dysfunctional cognitions is supposed to be a basis for developing supportive measures for teacher students with low stress tolerance. In the framework of the present study located in the German educational system, teacher students (N = 333) from the special needs areas, including learning disability, mental disability, emotional/social disorders and sensory disabilities (hearing impairment, or speech or language disorders), are taken into account. A hierarchical cluster analysis and a discriminant analysis were used to identify four different clusters: Cluster 1 shows the lowest attitude level of equally all dysfunctional cognitions. Clusters 2 and 3 are characterised by higher degrees, especially of ‘dependency’, ‘internalisation of failure’ and ‘personal standards (perfectionism)’. The fourth profile indicates the highest degree of the dysfunctional cognitions. Lower levels of dysfunctional cognitions (with the exception of perfectionism) occur together with a higher expectation of self-efficacy. No cluster applies for all teacher students of one specific special needs area. Prospective teachers in the area of mental disability are overrepresented in cluster 3, with a high level of internalisation of failure and dependency. Teacher students in the area of emotional/social disorders belong, to a considerable degree, to the ‘risk’ cluster. The profiles are used to develop measures for those teacher students who may experience difficulties in stressful occupational situations. Therefore, these student teachers need to be closely supported through additional intensive training elements and balanced career counselling.  相似文献   

Recent Changes in the Transition from Higher Education to Employment in the Federal Republic of Germany     

Ulrich Teichler 《Higher Education in Europe》1997,22(4):457-474

Much has been written in the industrialized countries, particularly in Germany, about the problems of unemployed and under‐employed higher education graduates. Although in the case of Germany much is known about the rate of general unemployment, and that graduates fare better on the job market than persons not having higher education qualifications, the specific situations of graduates in regard to the job market are not all that clear. The author argues that most studies on graduate employment, unemployment, under‐employment, and mis‐employment have been skewed by the underlying idea that educated talent is scarce and should be used and rewarded accordingly. Thus the continued expansion of higher education is viewed as an indication of the erosion of graduate employment and as leading to an oversupply of talent. However, if on one hand, employment opportunities were such that employees would do work of both very high and very low levels of skill and complexity as parts of the same job, and, on the other hand, the generalization of higher education qualifications was considered a prerequisite for a highly educated society, the scope of research on this subject would change. The massification of higher education might not be automatically viewed in negative terms.  相似文献   

Which direction for bachelor and master programmes? A stocktaking of the Bologna process   总被引：1，自引：0，他引：1  

Barbara M. Kehm  Ulrich Teichler 《Tertiary Education and Management》2006,12(4):269-282

The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process.  相似文献   

FORMS OF INTERNATIONAL CO‐OPERATION IN STAFF DEVELOPMENT     

Ulrich Peter Ritter 《Higher Education in Europe》1982,7(1):30-34

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Motivation and learning — The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses   总被引：1，自引：0，他引：1  

Abdelmajid Naceur  Ulrich Schiefele 《European Journal of Psychology of Education - EJPE》2005,20(2):155-170

The present work examined the influence of topic interest on the strength of différent components of text representation and long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality characteristics were assessed to control for alternative explanations of interest effect. A total of 286 8th, 9th, and 10th grade students was assigned to either a high topic interest or a low topic interest group. The participants had to read tow différent texts (two weeks). Immediately afterwards, various process variables were assessed: Finally, participants weren given a recognition and verification tests, designed to assess the strength of the verbatim, propositional, and situational text representation. One Week after reading, students completed a recall rneasure: The interindividual finding with respect to the components of the representation of text revealed that the verbatim and the prepositional representation were not very predictable. The intraindividual analyses were more successful. The results were more consistent and interpretable with respect to the recall of text. It was shown quite clearly that the effects of interest are not only short-term. Most importantly, it could be shown that topic interest is related to text recall independently of other significant predictors.  相似文献