Milieuspezifische Bildungsstrategien in Familie und Gleichaltrigengruppe     

Matthias?Grundmann  Olaf?Groh-SambergEmail author  Uwe?H.?Bittlingmayer  Ullrich?Bauer 《Zeitschrift für Erziehungswissenschaft》2003,6(1):25-45

Zusammenfassung Der Topos Bildungsungleichheit hat in der jüngsten Zeit eine Renaissance erfahren. Wie im Anschluss an den so genannten Sputnik-Schock und die Diskussionen der 1960er-bis 70er-Jahre wird durch den PISA-Schock die Frage nach der Qualit?t von Bildung erneut virulent. Gleichzeitig jedoch scheint die heutige bildungstheoretische Debatte zu eingeengt. Sie reduziert sich auf institutionalisierte schulische Bildung und vernachl?ssigt die zentrale Bedeutung au?erschulischer Bildungsprozesse, die sozialstrukturell variieren. So lassen sich aufgrund der — allerdings trotz sozialwissenschaftlicher Dauerbeobachtungen bis heute leider dünnen — Forschungsbasis deutliche Differenzen in milieuspezifischen Bildungsstrategien von Heranwachsenden und ihren Eltern feststellen. In Familie und Gleichaltrigengruppe herrschen demnach erfahrungsbezogene Bildungsinhalte und Strategien vor, die mit den in der Schule dominierenden Leistungs- und Qualifikationsanforderungen auf sehr unterschiedliche Weise zusammentreffen. Die vorgelegte mesotheoretische Bestimmung von Bildungsstrategien weist auf M?glichkeiten einer differenzierten Analyse von Bildungsprozessen hin, die an die makrostrukturellen Pr?missen des Systems sozialer Ungleichheit ebenso anschlussf?hig ist wie an mikrostrukturelle, lebensweltliche Erfahrungsbezüge der Schülerinnern und Schüler.

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Summary Milieu-specific Educational Strategies in Families and Peer Groups “Educational disadvantage” is experiencing a renaissance as a topic of educational debate. Just as following the so-called Sputnik-Shock and discussions in the ’60s and ’70s, PISA has renewed the debate on the quality of education. At the same time, the perspective of current educational theory seems too narrow. It focuses on institutionalized school education and overlooks the central importance of educational processes outside of the school, which vary according to social structure. Despite continuous observations within this field, scientific research is weaker than might be expected. However, differences in milieu-specific strategies for education are clearly identifiable between young people and their parents. We propose that experience-based educational content and strategies predominate in both families and peer groups, and that these coincide with the achievements- and qualifications-based educational demands within schools in quite different ways. The following meso-theoretic investigation of educational strategies points to the potential of analyses, which can integrate both the macro-structural conditions of systems of inequality and the experiential, micro-structural reference points of pupils.

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The network of innovators in Jena: An application of social network analysis   总被引：5，自引：0，他引：5  

Uwe Cantner 《Research Policy》2006,35(4):463-480

We apply social network analysis methods to describe the evolution of the innovator network of Jena, Germany in the period from 1995 to 2001. We find this evolution to be directed towards an increasing focus on core competencies of the network. Further we analyse the network resulting from R&D cooperations and explain - by means of network regression techniques - that the job mobility of scientists and the technological overlap between the actors, rather than past cooperations, can best predict the resulting structure.  相似文献   

An empirical test of stage models of e-government development: Evidence from Dutch municipalities     

Gerrit Rooks  Uwe Matzat 《The Information Society》2017,33(4):215-225

In this article we empirically test stage models of e-government development. We use Lee's classification to make a distinction between four stages of e-government: informational, requests, personal, and e-democracy. We draw on a comprehensive data set on the adoption and development of e-government activities in 510 Dutch municipalities over the period 2004–2009. Our results show that progression through stages of e-government is mostly linear. However, it seems that a single dimension is insufficient to explain e-government development at the level of more specific features of e-government. Our analysis demonstrates that municipalities sometimes adopt certain e-government features at a later stage even if features of an earlier stage are not adopted at all. These findings suggest that municipalities can—at the level of e-government features—immediately proceed to later stages without having to pass through earlier stages. We conclude that stage models may have some value for benchmarking municipalities at the level of stages, but are inadequate in explaining or predicting the development of features at the different e-government stages.  相似文献   

Towards state‐mandated testing in Germany: how do teachers assess the pedagogical relevance of performance feedback information?   总被引：1，自引：1，他引：0  

Uwe Maier 《Assessment in Education: Principles, Policy & Practice》2009,16(2):205-226

The paper analyses how teachers view state‐mandated tests in Baden‐Württemberg, a large state in the south‐west of Germany. For the first time in 2006, public secondary schools were bound by law to administer Vergleichsarbeiten [state‐wide tests] in up to three relevant subjects after Grade 6. Scholars in the field of school improvement emphasise that there is a gap between performance feedback provided by external tests and how this information is internally processed. To bridge this gap, a crucial precondition is that teachers must accept state‐wide testing as a useful instrument for improving the performance of schools. To examine how teachers view the pedagogical relevance of performance feedback information, 256 secondary schools were approached, and an anonymous questionnaire was completed by a representative sample of 307 teachers with Grade 6 classes. Analysis of the quantitative data reveals that teachers in general secondary schools (the lower level of the academically streamed secondary system) are more open‐minded towards the tests than their colleagues in intermediate schools or in grammar schools (the highest level). Even so, only a small percentage of teachers in general secondary schools acknowledge the pedagogical relevance of performance feedback information for improving teaching strategies. This result suggests that state‐mandated testing in Baden‐Württemberg is highly unlikely to initiate or support school improvement activities for the time being.  相似文献   

Injuries in formal and informal non-professional soccer – an overview of injury context,causes, and characteristics     

Angela Gebert  Markus Gerber  Uwe Pühse  Philippe Gassmann  Hanspeter Stamm  Markus Lamprecht 《European Journal of Sport Science》2018,18(8):1168-1176

The objective of this study is to analyse context, causes, and characteristics of injuries in non-professional soccer. Therefore, a retrospective telephone survey was carried out with persons who were injured while playing soccer and who reported this accident to the Swiss National Accident Insurance Fund (Suva). Based on these data, an analysis of 708 soccer injuries was performed. The findings show that 30.1% of the injuries occurred during informal soccer play, and 75.4% of the injured persons were soccer club members. 53.0% of all injuries were caused by contact and 29.5% by foul play. Foul play was not associated with injury severity. With respect to injury severity, twisting/turning and being tackled by an opponent were identified as the most influental injury causes. Moreover, the risk of being severely injured was particularly high players of the 30+/40+ amateur leagues. In conclusion, the findings highlight that 30+/40+ league players are a major target group for the prevention of severe soccer injuries. Soccer clubs may constitute an appropriate multiplier for implementing prevention strategies such as fair play education, healthy play behaviours, and prevention programmes. Finally, a better understanding of injury situations leading to severe injuries is needed to improve injury prevention.  相似文献   

Research on Tai Chi as a sport in health care     

Janina Burschka  Dr. Peter Kuhn PD  Dr. Uwe Menge  Prof. Dr. Patrick Oschmann 《Sportwissenschaft》2013,43(3):181-196

This article examines the content and methodology of studies on Tai Chi as a sport in health care. We investigate the concept behind the rather simple name “Tai Chi,” concluding that this concept is manifold and highly variable. How did researchers deal with this variability when studying the effects of Tai Chi as a health-care intervention? We then explore how scientific research on Tai Chi has been conducted to date and draw the interim conclusion that the variability was barely taken into consideration. Our analysis of seven Tai Chi interventions reveals that two interventions referred to as Tai Chi may differ considerably in their content. The variability poses difficulty in repeating the intervention and drawing causal inferences. This problem is discussed in the current literature under the term “complexity in health-care interventions.” On the basis of a summary of this debate, we discuss the challenge of researching Tai Chi from a complex perspective—with the aim of achieving solid results that can be repeated.  相似文献   

Expression of a fusion protein of human ciliary neurotrophic factor and soluble CNTF-Receptor and identification of its activity     

孙益  葛霁光 《浙江大学学报(A卷英文版)》2003,4(3):340-345

Ciliary neurotrophic factor (CNTF) has pleiotropic actions on many neuronal populations as well as on glia. Signal transduction by CNTF requires that it bind first to CNTF-R, permitting the recruitment of gp130 and LIF-R, forming a tripartite receptor complex. Cells that only express gp130 and LIF-R, but not CNTF-R are refractory to stimulation by CNTF. On many target cells CNTF only acts in the presence of its specific agonistic soluble receptors. We engineered a soluble fusion protein by linking the COOH-terminus of sCNTF-R to the NH₂-terminus of CNTF. Recombinant CNTF/sCNTF-R fusion protein (Hyper-CNTF) was successfully expressed in COS-7 cells. The apparent molecular mass of the Hyper-CNTF protein was estimated from western blots to be 75 kDa. Proliferation assays of transfected BAF/3 cells in response to CNTF and Hyper-CNTF were used to verify the activity of the cytokines. The proliferative results confirmed that CNTF required homodimerization of the gp130, CNTF-R and LIF-R receptor subunit whereas Hyper-CNTF required heterodimerization of the gp130 and LIF-R receptor subunit. We concluded that the fusion protein Hyper-CNTF had superagonistic activity on target cells expressing gp130 and LIF-R, but lacking membrane-bound CNTF-R. Project supported by the Scientific Research Foundation for the Returned Overseas Chinese Scholar, Zhejiang Province, China and SFB415, TP B5, Germany.  相似文献   

3. Lammers, Astrid: Bildung und Konzentration. Problemgeschichtliche, prinzipienwissenschaftliche und schulpädagogische Untersuchungen     

Uwe Hericks  Ingrid Kunze 《Zeitschrift für Erziehungswissenschaft》2001,4(3):478-478

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Saeideh Heshmati  Nicole Kersting  Taliesin Sutton 《International Journal of Science and Mathematics Education》2018,16(4):777-796

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities.  相似文献   

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