Book reviews     

Hartwig Wittje  Hans Scheuerl  Harald Wagner  Gottfried Hausmann  Herman Lange  Volker Lenhart  Bettina Kobialka  Philip G. Altbach  Colin Titmus  Harry N. Drier  T. Neville Postlethwaite  W. D. Halls  Martin Carnoy  Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222

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Keyword: International Research on Higher Education     

Prof. em. Hans N. Weiler 《Zeitschrift für Erziehungswissenschaft》2008,11(4):516-541

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Thoughts on teaching mechanics didactical phenomenology of the concept of force     

Hans Freudenthal 《Educational Studies in Mathematics》1993,25(1-2):71-87

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Hypoplasticmodeling of soil-structure interfaces in offshore applications     

Hans Henning Stutz  Frank Wuttke 《浙江大学学报(A卷英文版)》2018,19(8):624-637

Cyclic and monotonic loaded offshore structures (e.g. piles, pipelines, cables, and suction-buckets) must be designed and calculated considering the effects of the soil-structure interaction. An advanced constitutive soil model must be used, but a simplified Mohr-Coulomb friction law is applied for the soil-structure interface. The Mohr- Coulomb model is a simple bilinear friction model that cannot take into account monotonic and cyclic interface phenomena. These include hardening, softening, and stiffness degradation under loading. However, we propose two advanced hypoplastic interface models for fine- and coarse-grained soils with intergranular strain concept. The intergranular strain concept has been proven to be an efficient way to model the small-strain deformation and un/reloading behavior of soils. The intergranular strain concept is therefore used to enhance the prediction capabilities of the hypoplastic interface models. Differences of the recent model formulation compared with previous versions are presented and discussed based on simulation. This is followed by an application of different models in finite-element simulations. The new models are used to simulate cyclic direct shear interface tests. Furthermore, the advanced interface model is used for simulation of a torodial penetrometer penetration problem. Several aspects, which are particularly important for offshore structures, are compared with the simple Mohr-Coulomb friction model.  相似文献   

THE CHALLENGE OF INSTITUTIONAL CHANGE: DIALOGUE AND INTERACTIVE STEERING     

Hans J. A. van Ginkel 《Higher Education in Europe》1995,20(3):8-24

With reference to the University of Utrecht in the Netherlands, the author elaborates the argument that universities are capable of anticipating social and economic change, that indeed it is their duty not only to adapt to these changes but to anticipate and to influence them. A brief outline of the history of universities is given, and the situation of universities in western Europe, specifically in the Netherlands, is contrasted with that in eastern and central Europe, specifically Hungary. Currently, European universities, West and East, are headed towards the same future. This future is being influenced by a number of external factors, particularly technological change, which places a premium on strategic planning, interdisciplinarity with regard to research and teaching, and interuniversity co‐operation at national and international levels.  相似文献   

Motivation and learning physics     

Hans Ernst Fischer  Michaela Horstendahl 《Research in Science Education》1997,27(3):411-424

Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore, we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan, we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented) on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom. The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation.  相似文献   

The Gap between Theory and Practice     

Hans Vonk 《欧洲师范教育杂志》1985,8(3):307-317

This contribution outlines the state of the art of the recent developments in teacher education for Secondary education in the Netherlands.

In the first section an overall picture is given from the different types of teacher training, their certification and their developments.

In the second section two key‐issues in teacher training are discussed, particularly the different training concepts and the developments in teaching practice in schools. Specific attention is given to the training of the co‐operating teachers.

In the third section two of the author's research projects are reviewed: the first is a project on problems of beginning teachers, and the second a project on teaching practice in schools.  相似文献   

Service Learning and Early Childhood Education: Intersection of Developmentally Appropriate Practice and P.A.R.E.     

Jennifer Baumgartner  Cynthia DiCarlo  Renée Casbergue 《Journal of Early Childhood Teacher Education》2020,41(2):111-127

ABSTRACT

Service learning (SL) is both a pedagogy and philosophy adopted by many early childhood teacher educators. Extant research suggests the incorporation of service-learning can be effective for facilitating preservice teacher learning of curriculum, pedagogy, approaches to diverse learners and families as well as establishing a professional identity. To guide the intentional adoption of SL and its assessment in early childhood teacher education programs, the authors present the Developmentally Appropriate Practice /P.A.R.E. model and illustrate how the model might be applied in a teacher education program. Challenges to incorporating service-learning in early childhood education programs and future areas of research are described.  相似文献   

Links Among Italian Preschoolers’ Socioemotional Competence,Teacher–Child Relationship Quality,and Peer Acceptance     

Stefania Sette  Emma Baumgartner 《Early education and development》2013,24(6):851-864

Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that social competence is uniquely related to peer likability.  相似文献   

Reconsidering meaning making and its analytical implications for cultural studies of science education     

Hans Christian Arnseth  Ingeborg Krange 《Cultural Studies of Science Education》2013,8(2):489-495

The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster productive disciplinary engagement.  相似文献