The industrial connections in Donald Judd's art     

Eleonora E. Nagy 《文物保护研究》2016,61(3):147-152

This paper examines the context and impact of the industrial materials and processes of the mid-twentieth century on Donald Judd's works, focusing on galvanized steel, cellulose nitrate paints, anodizing, and the RAL color matching system. Exploration of the industrial materials and methods Judd utilized provides a greater understanding of his processes, choices, and ultimately his art, its care, and legacy.  相似文献   

Ludica, annali di storia e civiltà del gioco     

Gherardo Ortalli  Gertrud Pfister 《Sportwissenschaft》1997,27(2):201-201

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Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation     

Scott F. Beers  William E. Nagy 《Reading and writing》2011,24(2):183-202

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The effects of a free school choice policy on parents’ school choice behaviour     

Herbert Altrichter  Johann Bacher  Martina Beham  Gertrud Nagy  Daniela Wetzelhütter 《Studies in Educational Evaluation》2011,37(4):230-238

Recently, European school systems have seen various attempts to ‘modernise’ their governance. Market and competition oriented reforms have not been central to governance innovation strategies in German speaking countries, however, their number and relevance is rising in recent years. A free school choice policy which abolishes “school districts” which legally define fixed school catchment areas was introduced in the school year of 2007/2008 in the Austrian city of Linz.The effects of the implementation of this policy on the primary school sector were studied by a standardised questionnaire administered to a representative sample of 3425 parents of five age groups of primary school children. The return rate was about 55%. By special measures during data collection a satisfactory representation of parents with migrant background was achieved.Three questions are discussed in the paper: (1) Is there a rise in segregation in schools as a result of free choice policy? (2) Is there a change in the composition of the student population in different schools as a result of free choice policy? (3) Is there a change in parent school choice behaviour of as a result of free choice policy?Our data indicates that segregation in primary schools with respect to ethnic and social family characteristics increases after the policy implementation, but the sample size is too small to find significant results. In addition, no significant change is observed in the social composition of schools. In accordance with the previous findings no significant modifications of choice behaviour occur for different ethnic or social groups after free choice. However changes in choice motives can be observed.  相似文献   

Do central examinations lead to greater grading comparability? A study of frame-of-reference effects on the University entrance qualification in Germany     

Marko Neumann  Ulrich Trautwein  Gabriel Nagy 《Studies in Educational Evaluation》2011,37(4):206-217

In Germany, the Abitur grades awarded at the end of upper secondary education are critical in the allocation of sought-after university places. Drawing on a representative sample of 3526 grade 13 Abitur students in the German state of Baden-Württemberg, this article examines whether and to what extent grading is affected by the mean achievement of the school serving as frame of reference (“group-referenced grading”), and to what extent this influence differs for coursework and examination grades in mathematics and English as a foreign language. Overall, the results indicate that the higher level of standardization of the central Abitur examinations makes examination grades less susceptible to frame-of-reference effects than are coursework grades.  相似文献   

Teacher enthusiasm: Dimensionality and context specificity   总被引：1，自引：0，他引：1  

Mareike Kunter  Anne Frenzel  Gabriel Nagy  Jürgen Baumert  Reinhard Pekrun 《Contemporary educational psychology》2011,36(4):289-301

Enthusiasm is considered an important characteristic of effective teachers. However, the conceptualization of the term in the research literature is inconsistent. Whereas most studies use the term “enthusiasm” to describe features of instruction, some have used it to describe a characteristic of teachers. This research seeks to clarify the concept of teacher enthusiasm, examining its dimensionality and context specificity. The study draws on three samples of teachers who were administered questionnaire measures of enthusiasm. In two samples (N = 205 and 332), it was possible to match teacher data with data on the students taught. In another sample (N = 113), additional measures of work-related wellbeing were implemented. Confirmatory multigroup factor analyses showed that two dimensions of teacher enthusiasm can be distinguished, namely enthusiasm for teaching and enthusiasm for the subject. These dimensions differed in their meaning and context specificity. Whereas teaching enthusiasm was systematically linked to occupational wellbeing and to classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing and was independent of characteristics of the classes taught.  相似文献   

Pre-Olympic Congress     

Gertrud Pfister 《Sportwissenschaft》2001,31(2):224-227

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大众体育——在不同体育体制间的机会和挑战   总被引：1，自引：0，他引：1  

基储德·皮斯特  秦毅 《体育学刊》2007,14(9):34-38

在18世纪到19世纪的过渡期，英国的体育组织在特定的历史、社会和文化背景下与“现代”体育共同发展。体育的原则，尤其是想要实现的目标、需要的设备和设施的标准化、与法规的一致性，以及专门化、合理化和一个日益强大的政府机构的支持，这些方面缺一不可。在过去10年，很多国家的体育组织在其职责内积极地开展大众体育。  相似文献   

Zum Zusammenhang zwischen Übung und Transfer beim motorischen Lernen     

Georg Nagy 《Sportwissenschaft》1972,2(4):423-428

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Undergraduate student response strategies to test questions of varying format     

Debora Barnett-Foster  Philip Nagy 《Higher Education》1996,32(2):177-198

This paper reports an analysis of response strategies employed by 300 first year undergraduate students on a chemistry test to answer questions posed in multiple choice and constructed response formats. Test answers were categorized and analyzed for format-related differences in solution strategies and error patterns. A subgroup of 21 students who had written the test were interviewed following the test with the intent of further exploring the response strategies which they had used. The verbal reports from the interviews were scored for the presence of typical problem-solving behaviours. Analysis of the test data indicated no significant differences in the types of solution strategies employed, nor in the types of errors committed, across test format. Most students used algorithmic production strategies and worked out the answers without regard to question format. However, the verbal data revealed evidence of subtler differences in the types and frequencies of problem-solving behaviours, particularly with respect to problem representation and answer evaluation.  相似文献