Evaluating the effectiveness of an in-service science program through the use of materials     

David R. Stronck  Geraldine R. Koller 《科学教学研究杂志》1981,18(5):403-408

The study evaluates the effectiveness of an in-service science program through measuring the use of materials available from the school district's resource supply center. This in-service program introduced the Science Curriculum Improvement Study simultaneously into all 35 elementary schools of one district. The live-material shipment orders served as an unobtrusive means of measuring teachers' behaviors. The 168 participants in the workshop before implementation did not significantly differ from the other 361 teachers in their use of materials. These participants were selected on the basis of availability and representation from each school. On a questionnaire they indicated a very high level of satisfaction with the workshop. The 128 participants in a second workshop during the summer following the first year of implementation made significantly greater use of the materials.  相似文献   

School transition from elementary to secondary school: changes in psychological adjustment     

Arnold Lohaus  CorneliaEv Elben  Juliane Ball  Johannes Klein-hessling 《教育心理学》2004,24(2):161-173

School transition is a critical life event for many children. However, the effects of school transition on children's stress experiences reported in the literature have been inconsistent. The present study with 564 third- to sixth-graders compared the changes in experienced stress level and in somatic and psychological symptoms during the transition from elementary to secondary schools (from grade 4 to grade 5) to the changes of two control groups (experiencing changes from grades 3 to 4 and from grades 5 to 6, but without school transition). The results show decreases in experienced stress levels and somatic and psychological symptoms after school transition. However, these decreases reflect mainly recovery effects after the school summer break, as comparisons with the control groups indicate.  相似文献   

Temporal Contingency as an Independent Component of Parenting Behavior   总被引：3，自引：0，他引：3  

Heidi Keller  Arnold Lohaus  Susanne Völker  Martina Cappenberg  & Athanasios Chasiotis 《Child development》1999,70(2):474-485

Several theoretical conceptions emphasize the importance of prompt responses to infant's signals in providing them with early causal experiences. The present paper examines if a maternal tendency toward prompt responses can be identified by distributional analyses of maternal response latencies and if this response tendency can be shown for different communicative channels (in verbal/vocal, nonverbal, intermodal communication). In addition, the paper focuses on the relation between the temporal contingency of maternal behavior and measures of maternal interactional quality. Interactional sequences of 54 mother and 3-month-old infant dyads were analyzed using microanalytical assessment techniques and ratings of interactional quality. Distributional analyses of maternal expressions during face-to-face encounters revealed that promptness of responses toward infant signals with a short latency is a typical response tendency in maternal behavior. There are, however, individual differences between mothers, indicating that this response tendency is expressed in different communicative channels by individual mothers. This is shown by low correlations between the contingency indices of different communicative channels. The relation between contingency and rated indicators of interactional quality turned out to be rather small, indicating that maternal contingency may be conceptualized to contribute an independent factor to the quality of maternal interactional behavior.  相似文献   

Improving Elementary School Science Teaching by Cross-Level Mentoring     

Arnold I. Feldman  Robert L. Campbell  Morris K. Lai 《Journal of Science Teacher Education》1999,10(1):55-67

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Problems and Perspectives of a Theory of Transformational Processes of Bildung     

Hans-Christoph Koller 《Educational theory》2020,70(5):633-651

In this essay, Hans-Christoph Koller presents a concept of transformational processes of Bildung in an attempt to redefine the German notion of Bildung referring to actual social conditions of educational processes. According to this conception, Bildung is a transformation of world- and self-relations that can come about when subjects are confronted with problems for which they have no established routines of engagement. With reference to theories of Pierre Bourdieu, Bernhard Waldenfels, and Ulrich Oevermann, Koller looks for answers to three questions: (1) Which concepts and theories are able to adequately grasp the world- and self-relations of subjects going through processes of Bildung? (2) How can the problems that trigger processes of Bildung and that challenge subjects to transform be determined more precisely? (3) How exactly does the emergence of new figures of world- and self-relations take place when we “successfully” complete a process of Bildung? Finally, the essay concludes with an attempt to clarify the normative implications of this theory.  相似文献   

Agency,Action, and Meaning ‘In’ Movement: An Introduction to Three New Terms     

Peter J. Arnold 《体育哲学杂志》2013,40(1):49-57

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Creatine kinase,myosin heavy chains and magnetic resonance imaging after eccentric exercise     

Stephan Sorichter  Johannes Mair  Arnold Koller  Erich Muller  Christian Kremser  Werner Judmaier 《Journal of sports sciences》2013,31(9):687-691

The aim of this study was to examine the relationship between myosin heavy chain (MHC) release as a specific marker of slow-twitch muscle fibre breakdown and magnetic resonance imaging (MRI) of skeletal muscle injury after eccentric exercise. The effects of a single series of 70 high-intensity eccentric contractions of the quadriceps femoris muscle group (single leg) on plasma concentrations of creatine kinase and MHC fragments were assessed in 10 young male sport education trainees before and 1 and 4 days after exercise. To visualize muscle injury, MRI of the loaded thigh was performed before and 4 days after the eccentric exercise. All participants recorded an increase ( P ? 0.05) in creatine kinase after exercise. In five participants, T2 signal intensity was unchanged post-exercise compared with pre-exercise and MHC plasma concentration was normal; however, they showed an increase ( P ? 0.05) in creatine kinase after exercise. For the remaining five participants, there was an increase in T2 signal intensity of the loaded vastus intermedius and vastus lateralis. These changes in MRI were accompanied by an increase in MHC plasma concentration ( P ? 0.01) as well as an increase in creatine kinase ( P ? 0.01). We suggest that changes in MRI T2 signal intensity after muscle damage induced by eccentric exercise are closely related to damage to structurally bound contractile filaments of some muscle fibres. Additionally, MHC plasma release indicates that this damage affects not only fast-twitch fibres but also some slow-twitch fibres.  相似文献   

Using Consulting for Teaching Elementary Statistics     

John Truran  Anne Arnold 《Teaching Statistics》2002,24(2):46-50

Consulting in statistics is usually deferred until at least near the end of a first degree, but this article shows how some aspects can be effectively taught to students in upper secondary or early tertiary courses in a way which reinforces their learning of standard basic concepts. We suggest that the existence of a real client adds a degree of realism not available in other ways, and emphasizes to students the importance of blending statistical calculations with meaningful communication.  相似文献   

Visual stress theory and its application to reading and reading tests     

Arnold Wilkins  Jie Huang  Yue Cao 《Journal of Research in Reading》2004,27(2):152-162

This paper presents a theory of visual stress. The theory is applied to the assessment of symptoms of visual stress and its treatment with coloured filters. The theory has implications for standard reading assessments that relate both to the visual skills and the age of the children taking the tests. These implications are reviewed, with the conclusion that insufficient attention is paid to visual factors in reading, particularly in the design of reading tests.  相似文献   

Consistent occupational preferences and academic adjustment     

W. Bruce Walsh  Arnold R. Spokane  Elizabeth Mitchell 《Research in higher education》1976,4(2):123-129

This study explored the differences in academic adjustment variables between students who made congruent, incongruent, and undecided college major choices. The academic adjustment variables were operationally defined by the College Inventory of Academic Adjustment. Congruent, incongruent, and undecided college major choice groups were defined operationally using the Vocational Preference Inventory. The analysis of variance revealed the main effect of groups (congruent, incongruent, and undecided) to be significant for two academic adjustment variables. The test for the main effect of sex was found to be significant for one adjustment variable. The test for interaction was found to be significant for one variable. The findings suggest that students in the congruent female and male groups tend to be more academically adjusted than students in the undecided male group.  相似文献