The parents anonymous service provider/service recipient experimental training project     

Margot E. Fritz  Jean M. Baker 《Child abuse & neglect》1979,3(1):235-239

These preliminary evaluation results suggest that the training approach is positively perceived by participants and that it has positive effects in changing their attitudes and behavior.  相似文献   

Full circle or forward     

M E Fritz 《Child abuse & neglect》1989,13(3):313-318

In the early 70s when a parent with abuse problems named Jolly K. sought help to stop her abusive behavior, there were no services for parents. Today, nearly two decades later, there has not been much improvement with regard to the provision of services for parents. Our belief is that the dichotomy which occurred early in the field's development between those who were for the child, and those (such as Parents Anonymous) who sought to provide services to parents and were presumed to be for the parent and implicitly against the child is largely responsible for an ever more punitive approach to the problem. The solution lies in shifting our focus away from the exclusive mandate to protect the child towards support for the family unit. Such a shift should include expanding the knowledge base of the field by the inclusion of information from fields such as alcoholism, spouse abuse, and eating disorders, as well as by advocating for services which support the family. Research into the part that neuro-chemistry plays in violence should also be undertaken. The impetus for change within the field cannot come from the child protective services (CPS) system, which, as a creature of the law, can only be reactive, not pro-active. Professionals working outside the CPS system must take responsibility for change if it is to occur.  相似文献   

The GLOBE Visualization Project: Using WWW in the Classroom     

de La Beaujardière  J-F.  Cavallo  John  Hasler  A. Fritz  Mitchell  Horace  O'Handley  Chris  Shiri  Ron  White  Richard 《Journal of Science Education and Technology》1997,6(1):15-22

Though commercial interest in the World Wide Web is growing, the potential uses of the medium as a learning tool are numerous. The GLOBE Visualization Project is one such educational application. We have designed and implemented a WWW-based, user-friendly, language-independent, graphical user interface providing access to visualizations created for GLOBE, a multinational program of education and science. The target users of the system are K–12 students and their teachers from over 1100 schools in 39 countries; other clients include the GLOBE scientific investigators and members of the public internationally. Navigation is intuitive, and employs the metaphors of a Control Panel which changes the image appearing in a Viewscreen. The interface can be learned empirically by persons of all ages regardless of technical expertise or native language; context-sensitive help is provided for users who prefer documentation. The GLOBE Visualization server is on the World Wide Web at URL http://globe.gsfc.nasa.gov/globe/.  相似文献   

Teachers should not only Inform but also Entertain     

Fritz Kubli 《Science & Education》2007,16(6):517-523

Teaching is, in many respects, an art. Teachers must strike the right balance between sometimes opposite demands. On the one hand, they should lead students to scientific insights; and on the other hand, their teaching should be attractive. Teachers should not only inform, but also entertain. Experiments and stories can help them to combine these two aspects. Students appreciate both, as they have stated in a series of interviews. This feedback gives some ideas about how to use experiments and stories in order to improve science teaching.  相似文献   

Fachspezifisches Unterrichtscoaching im Praktikum     

Dr. des. Annelies Kreis  Prof. Dr. Fritz C. Staub 《Zeitschrift für Erziehungswissenschaft》2011,14(1):61-83

It has been repeatedly shown that teaching placements are highly valued by student teachers. However, there is very little knowledge on the impact of different forms of support for placements on the learning of future teachers. One model to support placements is Content-Focused Coaching^SM. In a quasi-experimental intervention study, we investigated the impact of this form of support using questionnaires, video recordings and interviews with dyads of practical teaching staff and their placement students. The results of the survey show that practical teaching staff trained in Content-Focused Coaching^SM (intervention group N_IG?=?16) integrated basic elements of this model into their repertoire and that their teaching practice is significantly different to that in the control group (N_KG?=?16), which supports placement students in the traditional way. Indicators for learning in the context of lesson meetings, furthermore, give evidence that placement students in the intervention group achieve significantly better learning results than their counterparts supported in the traditional manner. The assessment of teaching quality, based on the video recordings, was also significantly better than for the control group.  相似文献   

MPS/CAS Partner Group on Interfacial and Amorphous Structures in Advanced Ceramics     

Gu Hui  Fritz Aldinger 《中国科学院院刊(英文版)》2004,18(2)

The scientific work of the Partner Group is aiming to comprehend the fundamental properties of internal interfaces that play a key role in the microstructure development and in the thermal, mechanical, and functional properties of ceramics.  相似文献   

Graphbasierte Lernverfahren für relationale Daten     

Peter Geibel  Fritz Wysotzki 《Informatik - Forschung und Entwicklung》2000,16(3):1-15

Zusammenfassung. Anhand zweier Anwendungsbeispiele aus der Induktiven Logischen Programmierung (ILP) wird die Fragestellung des Erlernens von Klassifikatoren für relational strukturierte Beispiele betrachtet. Es wird auf wesentliche Techniken und Fragen des graphbasierten und logischen Lernens, insbesondere auf Fragen des Aufwands eingegangen. Darauf aufbauend wird das Verfahren Indigo zur effizienten graphentheoretischen Transformation des relationalen in ein merkmalsbasiertes Lernproblem vorgestellt, welches den Einsatz von klassischen Lernverfahren wie CAL3 oder ID3 erlaubt. Am Beispiel von Indigo wird gezeigt, daß spezifisch graphentheoretische Ansätze und Algorithmen einen wertvollen Beitrag zur Behandlung von relationalen Lernproblemen erbringen können, der mit rein logischen Methoden, wie sie derzeit in der ILP untersucht werden, nicht entsprechend erzielt werden kann. Eine Aufgabenstellung dieser Arbeit ist deshalb die Gegenüberstellung von graphbasierten und logischen Lerntechniken am Beispiel des hybriden Lernverfahrens Tritop, welches Grundideen aus der Graphentheorie in einem logischen Gewand verwirklicht. Tritop verwendet die sog. a\alpha-Subsumtion, eine Spezialisierung der bekannten q\theta-Subsumtion, zur Klassifikation von Beispielen. Neben den beiden Lernverfahren gehen wir auf die effiziente Konstruktion von Klassenprototypen mit einem konnektionistischen Verfahren ein. Abstract. In this article, we discuss the problem of learning a classifier for relational data with two application examples from Inductive Logic Programming (ILP). We present important techniques and questions of graph based and logical learning, especially its computational complexity. Based on this discussion, the learning system Indigo is described, which relies on the efficient graph based transformation of the relational learning task into a feature based problem, which can be solved with classical feature based methods like CAL3 or ID3. Using Indigo as an example, it can be seen that graph theoretical approaches can make an important contribution to relational machine learning, that cannot be achieved in the same way with logical methods stemming from the field of ILP. Therefore, one concern of this work is the comparison of graph theoretical and logical learning methods. This is done by describing the hybrid learning system Tritop that uses graph theoretical methods together with a logical notation and ILP concepts like subsumtion of clauses. Tritop uses the so called a\alpha-subsumption, a restriction of the well known q\theta-subsumption. As an extension of the two learning systems, we also discuss the efficient construction of class prototypes using a neual network.  相似文献   

A conversation of teachers: In search of professional identity   总被引：1，自引：0，他引：1  

Brigitte Smit  Elzette Fritz  Valencia Mabalane 《The Australian Educational Researcher》2010,37(2):93-106

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko &; Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape.  相似文献   

Women educators,leaders and activists. Educational lives and networks 1900–1960     

Heidi Fritz Horzella 《Gender and education》2016,28(1):174-176

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Revitalizing Learning     

Fritz Lilge 《The Educational forum》2013,77(4):389-399

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