This paper presents empirical evidence on the adoption, implementation and the perceived effectiveness of quality management in teaching and learning in German higher education institutions. Theoretically, the article combines two new institutionalist approaches: institutional isomorphism and institutional entrepreneurship. Empirically, the study refers to qualitative interview data and quantitative survey data. The analysis reveals that isomorphism is a leading driver behind the adoption of quality management in German higher education institutions, whereas institutional entrepreneurship plays an important role in quality management implementation. While isomorphism can be regarded as a conclusive reason behind the absence of a perception of quality management’s effectiveness, institutional entrepreneurship may function as a corrective towards the overall negative impact of isomorphic conformity by institutionalizing quality management in a sustainable manner.
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers. 相似文献
Students in residential treatment center (RTC) schools are likely to have histories of extreme or ongoing relational trauma (e.g., abuse and neglect by primary caregivers), have substantial interpersonal and relationship problems, and exhibit many high-risk behaviors. Accordingly, these students may have particular difficulty forming positive relationships with teachers, yet student–teacher relationship quality in RTC schools has not been empirically studied. This study examines links between RTC school students' assessments of their relationships with teachers and their perceptions of self and others. Participants were 113 students in 2 RTC schools from 5th to 12th grade. Results indicate that male and female RTC students' positive perceptions (of self and others) are linked to positive assessments of their relationships with teachers. However, for girls in RTC schools, negative perceptions of self are linked to less positive assessments of the teacher–student relationship. Implications are discussed. 相似文献
Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer
sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich
kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag
leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung,
die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und
die Auswirkungen auf die CO2-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen
wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO2-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet.
Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO2-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO2-Aussto? j?hrlich um 1,9 % gesenkt werden.
Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and
cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution
in this regard.
Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future.
Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions.
The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases
together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020.
For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon
emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will
be reduced by 1.9 % per year.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
The current study investigated the efficacy of a self-managed activity schedule to teach 2 participants how to effectively order food items from a local community bakery. 2 participants who were on the autism spectrum were taught to follow a task analysis that was displayed on an iPhone. We used a multiple baseline design across participants to evaluate the effectiveness of the teaching procedure. Results showed that the participants were able to order items, and this skill generalized to a novel bakery. The task analysis and iPhone were immediately withdrawn at a 2 to 5 week follow-up, and both participants were still able to effectively perform the steps of the task analysis without the use of prompts. 相似文献
Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire.
Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.
Sample:N = 184 students from one German university voluntarily participated in this study.
Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.
Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.
Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article. 相似文献
The market-side utilization of content is affected by the prevalence of the Internet. However, it is not clear in this context how and to what extent it has changed in detail. Aiming to reveal and evaluate the Internet's impact in the print media industries, we examine the latest enhancement of publishers' content utilization chains. For this purpose, we conduct an exploratory case study and apply time-series analysis as well as cross-case synthesis to analyze the data collected. As unit of analysis, we focus on 3 publishers whose content utilization practices represent best practice in the German newspaper, magazine, and book publishing industries, respectively. Based on the results of the case study, we conclude that the Internet has an impact on the composition of publishers' content utilization chains but to a varying extent. However, because Internet-based content utilization windows hardly generate extra revenues or cannibalize existing ones, publishers' revenue models have not changed significantly so far. Besides, we state that the arrangement of Internet-based content utilization windows, which mostly constitute direct-channel distribution, decisively depends on their relation with print-based ones. Hence, we are able to show that the Internet's impact on publishers' content utilization chains manifests itself in various ways. 相似文献
