Erfolgsfaktoren von Lehrstellenmarketing in der dualen berufsbildung: das beispiel Schweiz     

Fritz Sager 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,53(1):461-478

SUCCESS FACTORS OF APPRENTICESHIP MARKETING IN A SYSTEM OF DUAL VOCATIONAL TRAINING: THE CASE OF SWITZERLAND – The dual system of vocational training, utilizing both company training and vocational school, is generally acknowledged to be a successful model, but a decreasing number of trainee posts in Switzerland poses a crisis for the approach. One strategy for overcoming the problem involves offering incentives for companies to create new trainee posts. The present study explores the necessary conditions for successfully influencing the number of trainee posts through apprenticeship marketing. A comparision of qualitative case studies of six marketing projects demonstrates that while context, in the sense of basic structural conditions and political sensibility for the problematic, plays a role in the success of a project, what is central is above all the form of the trainee-post marketing project itself. This has to do with the behaviour of the actors involved as well as the choice of the mode of governance and project organization. The latter has to do with making available requisite technical and personal resources, coordination on the part of the project direction, and giving those responsible the necessary room to act in implementing the project.  相似文献   

Technology collaboratives for simultaneous renewal in teacher education     

Ann D. Thompson  Denise A. Schmidt  Niki E. Davis 《Educational technology research and development : ETR & D》2003,51(1):73-89

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Computer science in K-12 school curricula of the 2lst century: Why,what and when?     

Mary Webb  Niki Davis  Tim Bell  Yaacov J. Katz  Nicholas Reynolds  Dianne P. Chambers  Maciej M. Sysło 《Education and Information Technologies》2017,22(2):445-468

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.  相似文献   

Piaget's clinical experiments: A critical analysis and study of their implications for science teaching     

Fritz Kubli 《International Journal of Science Education》2013,35(2):123-139

This paper presents a microcomputer‐based diagnostic system (MBDS), designed for identifying students’ conceptions in the domain of heat and temperature. The MBDS consists of three major parts: the input unit, the rule‐base and the students’ knowledge profile. These parts are described and illustrated. In addition, the four phases of developing the MBDS‐‐the preliminary empirical study, the construction of the rule‐base, the production of the system, and its evaluation‐‐are briefly described.  相似文献   

Academic freedom in germany before and after 1933     

Fritz Veit 《Peabody Journal of Education》2013,88(1):36-44

A Nation at Risk (NAR; National Commission on Excellence in Education, 1983) had a tremendous impact on what schools do and has since spawned other reforms that attest to the report's ongoing influence. Coming in the wake of a decade of economic stagnation and import pressures from overseas producers, the authors of NAR blamed these problems on schools. In this article, we show that there was little justification for this conclusion, then or now. Although education clearly plays a role in the economy, it is only one of many factors. We find little evidence that there is a large or growing mismatch between worker skills and employer demands. Moreover, the American work force and economy continue to be among the most productive in the world. We should improve our schools and our economy, but real improvement will only occur when their problems are correctly diagnosed.  相似文献   

Computer Acquisitions in Higher Education: Managing a Symbiotic Relationship     

Fritz H. Grupe  Mark G. Simkin 《Computer Science Education》2013,23(3):231-239

Computer purchases and acquisitions by institutions of higher education are important for their magnitude, the differences that distinguish their acquisitions from those of other buying units, and the benefits that both the university and the vendor enjoy from them. This article reports on the results of a study of these differences and benefits, and provides a normative model of behavior that enables both purchasers and vendors to manage their symbiotic relationship.  相似文献   

Editorials     

Arleigh B. Williamson  Russell H. Wagner  Raymond F. Howes  Charles A. Fritz  C. K. Thomas  Henriette C. Naeseth 《Quarterly Journal of Speech》2013,99(2):307-310

A Handbook of Public Speaking (Revised Edition). By John Dolman, Jr. New York: Harcourt, Brace and Company, 1934; pp. vii, 165; $1.

Legal Reasoning and Briefing. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1917; pp. xvi, 775; $5.

Legal and Public Speaking. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1932; pp. xiii, 1049; $5.

Winning Orations of the Interstate Oratorical Association, 1933 Edited by I. M. Cochran. New York: Noble &; Noble, 1933; pp. 66; $1.

Modern Short Stories for Oral Interpretation. Edited by M. Pearl Lloyd and John Tryon Marshman. Boston: The Expression Company, 1933; pp. viii, 306.

Some Exercises in the Sounds of Speech. By C. C. Bell. Cambridge: at The University Press; New York: The Macmillan Company; 1933; pp. viii + 94; $1.25.

The Theatre on the Frontier. By William G. B. Carson. Chicago: the University of Chicago Press, 1932; pp. 361; $5.

The Year Book of College Oratory. Vol. V, 1933. Edited by Evan E. Anderson, New York: Noble &; Noble, 1933; pp. 364; $2.

Poet's Gold. By David Ross. New York: The Macaulay Co., 1933; pp. 288; $2.

Intercollegiate Debates, Vol. XIV, Edited by Egbert Ray Nichols. New York: Noble &; Noble, 1933; pp. 529; $2.

Habits: Their Making and Unmaking. By Knight Dunlap. New York: Liveright, Inc.; 1932; pp. 326.

Psychology Applied. By George W. Crane. Chicago: Northwestern University Press, 1932; pp. 586; $4.  相似文献   

Reflective Teaching: A Literature Review     

Niki Tsangaridou  Daryl Siedentop 《Quest (Human Kinetics)》2013,65(2):212-237

Recent attention has focused on the development of reflective teachers. Teacher educators have developed and used several reflective strategies, programs, and models to enhance preservice and in-service teachers' reflective abilities. The purpose of this article is to describe and comment on the different perspectives regarding theory and research on reflective teaching. This paper focused on three dimensions: (a) an account of the conceptual alternatives and theoretical traditions of reflection, (b) an overview of practical and empirical efforts on reflection in classroom and physical education settings, and (c) methodological issues and recommendations for future research.  相似文献   

Old books     

Charles A. Fritz  Hoyt H. Hudson 《Quarterly Journal of Speech》2013,99(3):452-455

The Orator's Assistant. By Alexander Thomas. “Worcester, Mass.: Alexander Thomas, 1797.

The Pious Instructor. By Daniel Cooledge. “Walpole, N. H.: Charter and Hale, 1806.

Le Maitre des Orateurs Populaires, Etude sur la prédication de Jesus. Par Auguste Bouvier. Paris: Librarie Fischbacher, 1892: pp. 88.  相似文献   

Stressors, anxiety, acculturation and adjustment among international and North American students     

Marie Vfors Fritz  Dorothy Chin  Valerie DeMarinis 《Int J Intercult Relat》2008,32(3):244-259

The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs.  相似文献