排序方式： 共有65条查询结果，搜索用时 15 毫秒
11.
Cathrine Edelhard Tømte Trine Fossland Per Olaf Aamodt Lise Degn 《Quality in Higher Education》2019,25(1):98-114
This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs. 相似文献
12.
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.
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.相似文献
13.
PD Dr. Ulrich Trautwein Kai Maaz Oliver Lüdtke Gabriel Nagy Nicole Husemann Rainer Watermann Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412
Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden.
Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber
wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie,
die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen
und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen
sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig
zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische
Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden
wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t. 相似文献
14.
Shekinah E. Dare Wilco W. van Dijk Eric van Dijk Lotte F. van Dillen Marcello Gallucci Olaf Simonse 《The Journal of educational research》2020,113(2):93-107
AbstractThe present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children’s knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N?=?2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils’ knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children’s knowledge and skills regarding certain financial competencies. 相似文献
15.
Stefan Vogt Yorck Olaf Schumacher Andreas Blum Kai Roecker Hans-Hermann Dickhuth Andreas Schmid 《Journal of sports sciences》2013,31(12):1299-1305
Abstract Until recently, the physiological demands of cycling competitions were mostly reflected by the measurement of heart rate and the indirect estimation of exercise intensity. The purpose of this case study was to illustrate the varying power output of a professional cyclist during flat and mountain stages of a Grand Tour (Giro d'Italia). Nine stage recordings of a cyclist of the 2005 Giro d'Italia were monitored using a mobile power measurement device (SRM Trainingssystem, Julich, Germany), which recorded direct power output and heart rate. Stages were categorized into flat (n = 5) and mountain stages (n = 4). Data were processed electronically, and the overall mean power in flat and mountain stages and maximal mean power for various durations were calculated. Mean power output was 132 W ± 26 (2.0 W · kg?1 ± 0.4) for the flat and 235 W ± 10 (3.5 W · kg?1 ± 0.1) for the mountain stages. Mountain stages showed higher maximal mean power (367 W) for longer durations (1800 s) than flat stages (239 W). Flat stages are characterized by a large variability of power output with short bursts of high power and long periods with reduced intensity of exercise, whereas mountain stages mostly require submaximal, constant power output over longer periods. 相似文献
16.
John Sandford Eugene Pons Hans Brack Olaf Rydbeck Edward W. Ploman Bruno Vasari 《Communication Booknotes Quarterly》2013,44(6):66-68
John Sandford's The Mass Media of the German-Speaking Countries (London: Oswald Wolff; and Ames: Iowa State University Press, 1976---price not given, paper) Publizistik. Vierteljahreshefte fur Kommunikationsforschung (= subtitle, meaning Quarterly for Communication Research) Rundfunk und Fernsehen (Broadcasting and Television) Femselsen und Bildung (Television and Education) Communicatio Socialis Broadcast Receiving Fees in France, by Eugene Pons (EBU Monograph No. 7, 194 pp., 1969, 20 Swiss francs or about $5.00, paper) German Radio and Television: Organization and Economic Basis, by Hans Brack (EBU Monograph No. 6, 68 pp., 1968, 8 Sw. Fr. or about $2.00, paper) Broadcasting in the Space Age, by Olaf Rydbeck and Edward W. Ploman (EBU Monograph No. 5, 53 pp., 8 Sw. Fr. or about $2.00, paper) Advertising on Radio and Television (EBU Monograph No. 4, 37 pp., 1966, 5 Sw. Fr. or about $1.00) Financial Aspects of Broadcasting, by Bruno Vasari (EBU Monograph No. 3, 45 pp., 1965, 4 Sw. Fr. or a bit less than $1.00, paper) Television for Children and Young People, by J.D. Halloran and P.R.C. Elliott (134 pp., 1970, 10 Sw. Fr. or about $2.50, paper) Annual Seminar for Producers and Directors of Adult Education by Television (12th Seminar, 1974, 79 pp., 5 Sw. Fr. or about $1.00) Annual Seminar for Producers and Directors of School Television (11th Seminar, 1973, 79 pp., 5 Sw. Fr. or about $1.00, paper) Workshops for Producers and Directors of Television Programs for Children (4th Workshop, 1974, 48 pp., 8 Sw. Fr. or about $2.00, paper) International Forum of Light Music in Radio (1971, 1973, and 1975 editions available, 5 Sw. Fr. each or about $1.00 each, paper) The Evolution of the EBU through its Statutes from 1950 to 1976 (EBU Monograph No. 11, 1977, 25 Sw. Fr. or something over $5.00, paper) International Conference of States on the Protection of Phonograms (Paris: Unesco; and New York: Unipub, 1975---$34.75, paper) 相似文献
17.
Schürer Olaf Werner 《The Educational forum》2013,77(4):457-458
Some time ago while attending a summer session at a nearby university I occupied an apartment facing an alley across from which was one of the numerous fraternity houses in the district. 相似文献
18.
The development of peak performances is a main research focus in sports science. It is unclear how many former top junior athletes achieve success in the elite class later. The aim of the present study was to examine the careers of athletes who participated in major junior or adult/elite cycling events using prospective and retrospective analysis of competition results. The official results of major junior (age < or = 18 years) and elite (age > 18 years) cycling races from 1980 to 2004 were analysed. Age-related aspects, career lengths, and success were compared between riders who presented results in both junior and elite races (JUNIOR ELITE) and riders who had no junior race results (ELITE ONLY). Altogether, 27,454 results of 8004 athletes from 108 countries were collected. We found that 29.4% of the elite athletes had participated in junior World Championships, and that 34% of the participants in junior World Championships later participated in major elite competitions. JUNIOR ELITE athletes are significantly more successful in several cycling disciplines and have their first and last elite result at a younger age than ELITE ONLY athletes. No difference was found in career lengths. The data presented here emphasize the importance of long-term training programmes in the development of peak performance in cycling. 相似文献
19.
20.
In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age=13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age=14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted. 相似文献