3. Gerhard de Haan/Udo Kuckartz (Hrsg.): Umweltbildung und Umweltbewußtsein. Forschungsperspektiven im Kontext nachhaltiger Entwicklung (Ökologie und Erziehungswissenschaft, Bd. 1)     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):138-139

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With or without U? Assemblage theory and (de)territorialising the university     

Jana Bacevic 《Globalisation, Societies & Education》2019,17(1):78-91

ABSTRACT

Contemporary changes in the domain of knowledge production are usually seen as posing significant challenges to ‘the University’. This paper argues against the framing of the university as an ideal-type, and considers epistemic gains from treating universities as assemblages (e.g. DeLanda, M. 2016. Assemblage Theory. Edinburgh: Edinburgh University Press) of different functions, actors and relations. It contrasts this with the concept of ‘unbundling’, using two recent cases of controversies around academics’ engagement on social media to show how, rather than having clearly delineated limits, social entities become ‘territorialised’ through boundary disputes. The conclusion extends this discussion to the production of knowledge about social objects in general.  相似文献   

International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie     

Werner Helsper  Heinz-Hermann Krüger  Lena Dreier  Catharina I. Keßler  Stephanie Kreuz  Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.  相似文献   

The impact of participation in sports on educational attainment—New evidence from Germany     

Christian Pfeifer  Thomas Cornelißen 《Economics of Education Review》2010,29(1):94-103

We analyze the impact of exercising sports during childhood and adolescence on educational attainment. The theoretical framework is based on models of allocation of time and educational productivity. Using the rich information from the German Socio-Economic Panel (GSOEP), we apply generalized ordered probit models to estimate the effect of participation in sport activities on secondary school degrees and professional degrees. Even after controlling for important variables and selection into sport, we find strong evidence that the effect of sport on educational attainment is statistically significant and positive.  相似文献   

Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities     

Jörg Großschedl  Ute Harms  Thilo Kleickmann  Ingrid Glowinski 《Journal of Science Teacher Education》2015,26(3):291-318

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Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

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Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC     

Hasenäcker  Jana  Schroeder  Sascha 《Reading and writing》2022,35(7):1627-1650

Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in...  相似文献   

Zentrale Vermarktung von Sportübertragungsrechten     

Antje Weihs  Horst M. Schellhaaß 《Sportwissenschaft》2005,35(3):348-352

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The interest of Bavarian primary school pupils in geographical topics and methods – selected results of an empirical survey     

Aline Lorenz  Anna Roth  Carolin Priese  Eva Peukert  Stefanie Mertel  Susanne Bloß 《Education 3-13》2017,45(5):543-557

Interest is a central learning prerequisite for teaching. The article deals with a survey among 1600 primary school pupils in forms 2, 3 and 4 (ages 7–10) in the German federal state of Bavaria who were interviewed on their interest in geographical topics and working methods. They were given a questionnaire including 40 items to indicate their individual interest on a five-point Likert scale. The results show that the subscale ‘natural disaster' generates the highest interest, followed by ‘phenomena of geoscience' and ‘people and peoples'. The interest in all three subscales decreases with increasing age. Furthermore, several gender-specific differences occur. Among the working methods, experimenting, films and computers hold the first three places whilst again showing significant differences concerning age group as well as gender.  相似文献   

VI. SENSITIVE PERIODS     

Charles H. Zeanah  Megan R. Gunnar  Robert B. McCall  Jana M. Kreppner  Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162

This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science.  相似文献