Spielen Studienschwerpunkte wirklich eine Rolle?     

Franziska Schulze-Stocker  Doris Holzberger  Olga Kunina-Habenicht  Ewald Terhart  Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2016,19(3):599-623

Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge.  相似文献   

Editorial     

Olga Zlatkin-Troitschanskaia  Hans Anand Pant  Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2016,19(2):267-273

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Use of synchronous online tools in private English language teaching in Russia     

Olga Kozar 《Distance Education》2012,33(3):415-420

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Learning to teach Sport Education in Russia: factors affecting model understanding and intentions to teach     

Olga Nikolaevna Glotova 《Sport, Education and Society》2013,18(8):1072-1088

While remarkably positive findings have been presented in research focusing on Sport Education in school settings, investigations on how preservice teachers learn to teach a new curriculum in physical education have been described as ‘the missing link’ in curriculum research. The purpose of this study was to introduce Sport Education to students in a Russian physical education pedagogical college, and to track their understanding of the model through a series of learning experiences. An action research methodology was employed as the main design of this study, which included four experience steps: lecturing, participating, planning and teaching. The most significant finding related to the knowledge that preservice teachers received during their intensive participation. In particular, this cohort of preservice teachers began with the misconception that Sport Education is a model where the teacher is essentially substituted by the students in terms of the operation of the class. However, by the end of the experience, the preservice teachers held the belief that Sport Education is more like a completely different teaching style where the teacher becomes a facilitator of class events. Nonetheless, their previous histories with physical education and their apprenticeships of observation strongly shaped their future intentions to teach the model.  相似文献   

The Teacher's Heritage     

Olga Sagal 《The Educational forum》2013,77(4):459-462

As a “public servant” the American school teacher of the twentieth century is the most servile, inconspicuous, conservative, and complacent human being on earth. This fact is due to a vicious chain of circumstances which have been in operation from the early days of American history. In my own experience, I have found three principal forces contributing to the general aura of inertia connected with the teaching profession: (1) undergraduate courses in education (2) public opinion (3) pressure groups.  相似文献   

Return to college education revisited: Is relevance relevant?     

Olga Yakusheva 《Economics of Education Review》2010

This study examines whether the size of the college earnings premium varies depending on the quality of the match between an individual's degree field and his/her occupation. The study uses the Occupational Information Network (O*NET) to obtain a new measure of the quality of occupational match for a sample of 2268 young adults with post-secondary degrees from the restricted use High School and Beyond (1980/92) data. The study finds that people whose occupations better match their degree fields earn significantly higher returns to post-secondary schooling. This result is robust to controlling for an extensive set of pre-existing differences among individuals, and to accounting for differences in earnings across post-secondary degree fields.  相似文献   

Frame Intensity Effects of Television News Stories About a High-Visibility Protest Issue     

Benjamin H. Detenber  Melissa R. Gotlieb  Douglas M. McLeod  Olga Malinkina 《Mass Communication and Society》2013,16(4):439-460

This study investigated the effects of the intensity of the protest paradigm frame in news stories about social protests. In contrast to previous research, this experiment examined framing effects in the context of a highly visible and familiar issue. The intensity of the application of the protest paradigm frame and its attendant signifying elements and framing devices were manipulated in television news stories about pro-choice and pro-life protests. Specifically, the high-intensity protest paradigm frame conditions were more critical of the protesters. We tested six hypotheses regarding whether this greater frame intensity would lead viewers to be more negative toward the protesters. Results showed significant main effects of frame intensity for some dependent measures but not others. The findings offer more evidence of framing effects but also suggest limitations on their influence.  相似文献   

Information Resources Generated by the Largest Library in Siberia to Support Multidisciplinary Research     

Olga L’vovna Lavrik  Tatyana Busygina  Valentina Rykova 《Slavic & East European Information Resources》2013,14(1-2):13-21

The article presents the evolution of the bibliographic resources created by Gosudarstvennaia publichnaia nauchno-tekhnicheskaia biblioteka Sibirskogo otdeleniia Rossiiskoi akademii nauk (GPNTB SO RAN) [State Public Scientific-Technological Library of the Siberian Branch of the Russian Academy of Sciences] to provide information support to researchers of SO RAN. The components of these resources are described briefly: bibliographic databases, databases of abstracts, full-text thematic databases, and problem-specific databases. Also discussed are ways to improve these library information products.  相似文献   

Goodness of Fit Between Children and Classrooms: Effects of Child Temperament and Preschool Classroom Quality on Achievement Trajectories     

Virginia E. Vitiello  Olga Moas  Heather A. Henderson  Daryl B. Greenfield  Pelin M. Munis 《Early education and development》2013,24(3):302-322

Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms.  相似文献   

ACHIEVEMENT IN ONLINE AND CAMPUS-BASED CAREER AND TECHNICAL EDUCATION (CTE) COURSES     

Angela D. Benson  Scott D. Johnson  Gail D. Taylor  Tod Treat  Olga N. Shinkareva  John Duncan 《Community College Journal of Research & Practice》2013,37(5):369-394

ABSTRACT

Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program).  相似文献