Computer-Based Classification of Preservice Physics Teachers’ Written Reflections     

Wulff  Peter  Buschhüter  David  Westphal  Andrea  Nowak  Anna  Becker  Lisa  Robalino  Hugo  Stede  Manfred  Borowski  Andreas 《Journal of Science Education and Technology》2021,30(1):1-15

Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in...  相似文献   

MPS/CAS Partner Group on Nanostructured Materials     

Lu Ke  Manfred Rühle 《中国科学院院刊(英文版)》2004,18(2)

As one of the first Partner Groups which were initiated to foster scientific exchange and interaction between the Max Pianck Society (MPS) and the Chinese Academy of Sciences (CAS), the Partner Group led by Lu Ke was established on April 1, 1999.During the past five years, the group has received substantial support from the CAS for equipment and from the MPS for personnel and travel expenses. Extensive and productive collaborations between the research staff and students of the Partner Group with several professors (departments) in the Max Planck Institute for Metals Research (MPI-MF) have led to significant advances in synthesis,mechanical properties, melting and superheating of nanostructured metals. The research is well recognized internationally and a substantial number of publications in high quality, peer-reviewed journals (including Science and Physical Review Letters) have resulted.  相似文献   

Clarity and coherence of lesson goals as a scaffold for student learning   总被引：1，自引：0，他引：1  

Tina Seidel  Rolf Rimmele  Manfred Prenzel   《Learning and Instruction》2005,15(6):539-556

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.  相似文献   

Book reviews     

Ch. Führ  Manfred Kolbe  Christoph Kodron  Raymond Lallez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):513-524

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State and trait goals of achievement and well-being: structure,validity, and stability     

Kathrin Bürger  Manfred Schmitt  Adam A. Augustine 《Zeitschrift für Erziehungswissenschaft》2016,19(1):121-155

Both school achievement goals (mastery, performance approach, performance avoidance goals) and well-being goals (work avoidance, affiliation goals) are important predictors of learning and achievement related outcomes. However, disagreement exists regarding the definition of goals as relatively stable traits versus situational states that react sensitive to contexts. This paper presents the development of an inventory for the assessment of students’ multiple state and trait goals. In Study 1, students (N?=?196) answered the trait items. The results of an exploratory factor analysis indicated the construct validity of the goals. In Study 2, students completed trait and state scales in different weeks (N?=?542) and repeatedly after 12 weeks each. Confirmatory factor analyses as well as correlations with state and trait reference constructs confirmed the convergent and differential validity of both the trait and the state goal factors. The instrument offers a brief, reliable, and valid measure of multiple state and trait goals. Latent state trait analyses revealed that some state goals are surprisingly robust against situational influences and equally stable across time as corresponding trait goals, whereas other goals are more dependent on the learning situation.  相似文献   

Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools     

Hintermair M 《Journal of deaf studies and deaf education》2011,16(2):254-271

A group of deaf and hard-of-hearing (D/HH) students at mainstream schools (N = 212) was investigated in a questionnaire-based survey using the Inventory of Life Quality of Children and Youth (ILC) and the Classroom Participation Questionnaire. The ILC data for the D/HH sample are for the most part comparable with the data from a normative hearing sample. Item-total correlations showed that the domains of school and social activities with peers were more important for the Health-Related Quality of Life (HRQoL) of the D/HH students than for that of the hearing students. The results also reveal differences in the HRQoL levels of the two samples, with the D/HH sample having higher scores for school experiences, physical and mental health, and overall HRQoL, though the effect sizes for the differences are small to moderate. Specific characteristics of the D/HH sample may be responsible for this result. There are also relationships between quality of life and perceived classroom participation in certain domains: Students who perceive classroom participation as satisfying have higher scores for quality of life in school, social contact with peers, and mental health. This also applied to the scores for global assessment and a summarized quality of life indicator.  相似文献   

?sterreichischer Wissenschaftsrat: Universit?t ?sterreich 2025. Analysen und Empfehlungen zur Entwicklung des ?sterreichischen Hochschul- und Wissenschaftssystems. 251 Seiten, Jan Sramek Verlag, Wien, 2010. Brosch. ?29,90?� �C. ISBN: 978-3-902638-29-8     

Manfred Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(3):114-116

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Mechanismen der Elitebildung im deutschen Bildungssystem     

Prof. Dr. Heinz-Hermann Krüger  Werner Helsper  Reinhold Sackmann  Georg Breidenstein  Ulrich Br?ckling  Reinhard Kreckel  Johanna Mierendorff  Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2012,15(2):327-343

The German education system is currently experiencing two contrasting trends: On the one hand, social opening, e.g. through the introduction of a partially-integrated secondary school system, compensatory all-day-schooling. On the other hand, an increasing vertical hierarchy in certain educational phases, e.g. through the explicitly encouraged introduction of private kindergartens and primary schools and the establishment of prime (academic track) Gymnasien and elite universities. In line with these structural changes, next to equality, the principle of excellence is gaining an increasing significance as a justification argument. This contribution will present the situation from an education-policy perspective, discuss theoretical discourses, and the national and international state of research on the topic of elitism and education. It will close with future research challenges.  相似文献   

Conflicting values and their impact on learning     

Stefan Fries  Sebastian Schmid  Franziska Dietz  Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273

Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.  相似文献   

Sense of coherence: a relevant resource in the coping process of mothers of deaf and hard-of-hearing children?     

Hintermair M 《Journal of deaf studies and deaf education》2004,9(1):15-26

This study examined the importance of reported sense of coherence (Antonovsky, 1987) in mothers of children with hearing impairment. Sense of coherence was explored as a factor in relation to the experience of stress and subjective life satisfaction and in the context of other relevant variables in coping (e.g., social support, additional handicaps of the child, child's hearing status, means of communication). Two hundred thirty-five mothers completed a questionnaire, and path analysis corroborated a theoretical model in which sense of coherence was delineated as a factor contributing directly to stress perception. Both sense of coherence and the experience of social support were identified as resources that reduced reported stress and improved quality of life, with sense of coherence especially important in reducing stress. Child variables, including additional handicaps and extent of hearing impairment, intensified reported stress for the mothers, but mode of communication with the deaf child did not affect stress experience. The findings are discussed within the context of socialization theory. Recommendations for further research (e.g., longitudinal data, control designs, socio-economic status, applicability to fathers) are made.  相似文献