德国的体育教练员与教练员学院     

Rolf Kilzer  Lutz Nordmann  张辉  袁守龙  周兴龙 《中国体育教练员》2006,(1):25-26

德国的体育教练员一、德国教练员的概况德国的许多教练员都不是职业的,训练大多在晚上或节假日进行,只有国家队和大的训练基地才设有专职的教练员工作岗位。当然,少数在德国开展非常好的项目,如足球俱乐部,都会有职业教练。德国基层俱乐部教练员很多都是从事志愿工作的。德国教  相似文献   

Werner Schiffauer/Gerd Baumann/Riva Kastoryano/Steven Vertovec (Hrsg.): Staat — Schule — Ethnizität. Politische Sozialisation von Immigrantenkindern in vier europäischen Ländern     

Helma Lutz 《Zeitschrift für Erziehungswissenschaft》2004,7(1):147-149

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MHq indicators for zero-inflated count data—A response to the comment by Smolinsky (in press)     

Lutz Bornmann  Robin Haunschild  Rüdiger Mutz 《Journal of Informetrics》2019,13(1):464-465

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Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates�� Evaluation of Scientific Information and Arguments     

Cara Gormally  Peggy Brickman  Mary Lutz 《CBE life sciences education》2012,11(4):364-377

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy.  相似文献   

Early understanding of the division of cognitive labor     

Lutz DJ  Keil FC 《Child development》2002,73(4):1073-1084

Two studies with 3-, 4-, and 5-year-olds (N = 104) examined whether young children can differentiate expertise in the minds of others. Study 1 revealed that all children in the sample could correctly attribute observable knowledge to familiar experts (i.e., a doctor and a car mechanic). Further, 4- and 5-year-olds could correctly attribute knowledge of underlying scientific principles to the appropriate experts. In contrast, Study 2 demonstrated that 3-, 4-, and 5-year-olds have difficulty making attributions of knowledge of scientific principles to unfamiliar experts. A computational analysis in Study 3 indicated that 4- and 5-year-olds' successes on the first two studies could not be attributed to the way in which words co-occur in discourse. Overall, these studies showed that young children have a sense of the division of cognitive labor, albeit fragile.  相似文献   

How to calculate the practical significance of citation impact differences? An empirical example from evaluative institutional bibliometrics using adjusted predictions and marginal effects     

Lutz Bornmann  Richard Williams 《Journal of Informetrics》2013,7(2):562-574

Evaluative bibliometrics is concerned with comparing research units by using statistical procedures. According to Williams (2012) an empirical study should be concerned with the substantive and practical significance of the findings as well as the sign and statistical significance of effects. In this study we will explain what adjusted predictions and marginal effects are and how useful they are for institutional evaluative bibliometrics. As an illustration, we will calculate a regression model using publications (and citation data) produced by four universities in German-speaking countries from 1980 to 2010. We will show how these predictions and effects can be estimated and plotted, and how this makes it far easier to get a practical feel for the substantive meaning of results in evaluative bibliometric studies. An added benefit of this approach is that it makes it far easier to explain results obtained via sophisticated statistical techniques to a broader and sometimes non-technical audience. We will focus particularly on Average Adjusted Predictions (AAPs), Average Marginal Effects (AMEs), Adjusted Predictions at Representative Values (APRVs) and Marginal Effects at Representative Values (MERVs).  相似文献   

What factors determine citation counts of publications in chemistry besides their quality?     

Lutz Bornmann  Hermann SchierWerner Marx  Hans-Dieter Daniel 《Journal of Informetrics》2012,6(1):11-18

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Vom erwartbaren Erkenntnispotenzial der Auftragsforschung zu Sportvereinen     

Eike Emrich  Lutz Thieme  Torsten Schlesinger 《Sportwissenschaft》2018,48(1):99-109

Sports club research has a long tradition in Germany and has produced a considerable variety of methodological approaches and theoretical as well as empirical knowledge. This article provides an epistemologically oriented determination and reflection of the potential of knowledge of current sports club research against the background of the tender objectives of the sports development report on waves 7 to 9 (SEB 3.0). It becomes clear that in conflict between normatively charged goals of the SEB—defined by the public client (principal)—non-judgmental, theory-guided and theory-based empirical sports club research is hardly possible. This means that it is rather difficult to carry out sports club research that is based on current research and is also able to generate new and reliable scientific knowledge. Therefore, a clearer differentiation is recommended between knowledge-guided research and normatively broken objectives aimed at policy advice. In dealing with these issues, methodological and methodological strategies are proposed to achieve the goals of SEB 3.0. At the same time, the chance of generating additional theoretical and empirical knowledge on the subject of “sports club” is increased.  相似文献   

Muskuläre Regulation bei ermüdungsinduzierter Vorbelastung im Krafttraining     

Prof. Dr. Hans-Alexander Thorhauer  Sven Michel  Norman Stutzig  Lutz Hoffmann  Falk Werner 《Sportwissenschaft》2010,40(3):182-190

International sport strives for increasing the level of performance in sports. Risks of manipulating the performance are not unusual. At the same time, improvements in science, engineering and data processing offer further opportunities for planning effective, low-risk and year-round training programmes for specific sports. This paper presents new approaches based on the example of techniques for strength training. Selected experimental results highlight the limitations and provide conclusions for the scientific foundation and individualization of high performance training. The approach of “muscle pre-fatigue” is verified in a training study with high jumpers. The statements show how important scientifically controlled analysis is for individual training programmes and what high significance they have for optimizing the training process. These will be essential requirements for a legal improvement of high performance in international sport.  相似文献   

Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom     

Jean Lutz  Mary Fuller 《Technical Communication Quarterly》2007,16(2):201-232

This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.  相似文献