Das Hamburger Fern-Lehrinstitut (HFL)     

Kurt Graff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):56-60

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THE CHANGING PROFESSIONAL ETHOS: A POLL OF POLLSTERS     

Lang  Kurt; Lang  Gladys Engel 《Int. Journal of Public Opinion Research》1991,3(4):323-339

A mail survey of 129 contact persons for polling organizationrevealed that 62 per cent of the firms from which responseswere received do not go back before 1980. Many respondents werethemselves newcomers, who had found their way into polling viapolitics and showed less commitment to the professional ethosthat meant so much to the pioneer pollsters. Newcomers, on theaverage, had fewer academic credentials and less training thaneither of two generations of more seasoned pollsters; more ofthem worked directly for politicians. The three generationsalso differed in the satisfactions sought from polling and onprofessional membership. Are we encountering a "new breed" ofpollsters?  相似文献   

Unterrichtsbezogene Überzeugungen und handlungsleitende Kognitionen von Lehrpersonen     

Miriam Leuchter  Dr. Christine Pauli  Prof. Dr. Kurt Reusser  Prof. Dr. Frank Lipowsky 《Zeitschrift für Erziehungswissenschaft》2006,9(4):562-579

Die hier vorgestellte Studie untersucht den Zusammenhang zwischen unterrichtsbezogenen und handlungsleitenden Kognitionen anhand einer Stichprobe von 20 deutschen und 18 schweizerischen Mathematiklehrpersonen. Die untersuchten unterrichtsbezogenen überzeugungen fokussieren auf das konstruktivistische und das rezeptive Lehr-Lernverst?ndnis der Lehrpersonen, die spezifischen Kognitionen auf das konkrete didaktische Handeln in einer Unterrichtseinheit zur Einführung in die Satzgruppe des Pythagoras. In früheren Untersuchungen zeigte sich, dass sich deutsche Lehrpersonen konstruktivistischer als schweizerische Lehrkr?fte einsch?tzten, ihren Unterricht aber eher als fragend-entwickelnd beschrieben. Ausgehend von diesem Befund werden in der Untersuchung deutsche und schweizerische Lehrpersonen hinsichtlich ihrer überzeugungen und handlungsleitenden Kognitionen vergleichend untersucht. In einem zweiten Schritt wird nach Zusammenh?ngen zwischen beiden Facetten professionellen Lehrerwissens gefragt. Die Ergebnisse verweisen darauf, dass sich die deutschen Mathematiklehrpersonen in ihren überzeugungen st?rker als jene in der Schweiz an einem konstruktivistischen Verst?ndnis von Lehr-Lernprozessen orientieren, dieses sich aber sowohl bei deutschen als auch bei schweizerischen Lehrpersonen kaum in den handlungsleitenden Kognitionen widerspiegelt. Als Erkl?rung für diese geringe Korrespondenz zwischen unterrichtsbezogenen überzeugungen und handlungsleitenden Kognitionen kommen u.a. belastende Rahmenbedingungen und eine geringe Selbstwirksamkeit der Lehrpersonen in Frage. Daher werden in einem dritten Schritt Zusammenh?nge zwischen unterrichtsbezogenen überzeugungen und handlungsleitenden Kognitionen unter Kontrolle belastender Rahmenbedingungen und der Selbstwirksamkeit der Lehrpersonen untersucht. Dabei zeigen sich, allerdings in erster Linie nur bei schweizerischen Lehrpersonen, einige erwartungskonforme systematische Zusammenh?nge zwischen konstruktivistischen überzeugungen und handlungsleitenden Kognitionen.  相似文献   

A Good First Year and An Award     

Kurt W. Fischer  David B. Daniel 《Mind, Brain, and Education》2008,2(1):iii-iii

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Research Schools: Grounding Research in Educational Practice     

Christina Hinton  Kurt W. Fischer 《Mind, Brain, and Education》2008,2(4):157-160

ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice.  相似文献   

Viewpoints for the evaluation of school innovation provesses: A theoretical innovation approach     

Kurt Aregger 《Studies in Educational Evaluation》1976,2(2):137-145

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Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading     

Leinonen  Seija  Müller  Kurt  Leppänen  Paavo H.T.  Aro  Mikko  Ahonen  Timo  Lyytinen  Heikki 《Reading and writing》2001,14(3-4):265-296

Subgroups of Finnish dyslexic adults (N = 84)displaying, relative to each other, a distinctivecombination of accuracy and speed of oral text readingwere compared in phonological and orthographicprocessing, verbal short-term memory and readinghabits. Inaccurate phonological decoding appeared todetermine the number of errors made in text reading,while inability to utilize effectively rapid lexicalaccess of words manifested as slow text reading speed.Phonological and orthographic word recognitionprocesses were less tightly integrated among dyslexicthan normal readers. Our results indicate thatadvanced orthographic processing skills might help anumber of the dyslexic readers to compensate for theirserious phonological deficits. The subgroups alsodiffered from each other in reading habits. Arelatively fast reading speed, even with numerouserrors, appears to be more rewarding in everydayreading than a slower but more accurate readingstyle.  相似文献   

Adaptively selecting biology questions generated from a semantic network     

Lishan Zhang  Kurt VanLehn 《Interactive Learning Environments》2017,25(7):828-846

The paper describes a biology tutoring system with adaptive question selection. Questions were selected for presentation to the student based on their utilities, which were estimated from the chance that the student’s competence would increase if the questions were asked. Competence was represented by the probability of mastery of a set of biology knowledge components. Tasks were represented and selected based on which knowledge components they addressed. Unlike earlier work, where the knowledge components and their relationships to the questions were defined by domain experts, this project demonstrated that the knowledge components, questions and their relationships could all be generated from a semantic network. An experiment found that students using our adaptive question selection had reliably larger learning gains than students who received questions in a mal-adaptive order.  相似文献   

Choices with clients with profound hearing impairments     

Kurt L. Johnson Ph.D.  E. Jane Burkhead Ph.D.  D. Anthony Clark M.S. 《Journal of Career Development》1990,16(3):227-233

Kurt L. Johnson, Ph.D., and E. Jane Burkhead, Ph.D., are Assistant Professors with the Program in Counseling Psychology and Human Systems, Department of Human Services and Studies, at the Florida State University. D. Anthony Clark, M.S. is a Doctoral Candidate at the Florida State University.  相似文献   

A Review of: “Martin C. Libicki. Conquest in Cyberspace: National Security and Information Warfare.”     

Reviewed by Kurt H. Braddock 《Mass Communication and Society》2013,16(2):242-245

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