Editorial     

Uwe Sander  Heinz-Hermann Krüger  Thomas Rauschenbach 《Zeitschrift für Erziehungswissenschaft》2006,9(1):3-4

Ohne Zusammenfassung

---

Editorial

  相似文献   

Editorial     

Ingrid Gogolin  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2004,7(1):3-4

Ohne Zusammenfassung

---

Editorial

  相似文献   

Didactic material confronted with the concept of mathematical literacy     

Uwe Gellert 《Educational Studies in Mathematics》2004,55(1-3):163-179

This paper reflects on the use of didactic material in mathematics classes. It focuses on the mathematical activities of students and the didactical activities of teachers. Its point of departure is a critique of technical-managerial approaches to teaching, learning, and innovation. Based on this critique, fundamental tensions between the development of new didactic material and the cognitive style and daily routines of practising teachers are identified. In the last part of the paper, the concept of mathematical literacy is introduced in order to set the crucial relationship between didactic material for mathematics instruction and the ways in which it is used in the classroom on new and fertile grounds.  相似文献   

International research networks in pharmaceuticals: Structure and dynamics     

Uwe Cantner  Bastian Rake 《Research Policy》2014

Knowledge production and scientific research have become increasingly more collaborative and international, particularly in pharmaceuticals. We analyze this tendency in general and tie formation in international research networks on the country level in particular. Based on a unique dataset of scientific publications related to pharmaceutical research and applying social network analysis, we find that both the number of countries and their connectivity increase in almost all disease group specific networks. The cores of the networks consist of high income OECD countries and remain rather stable over time. Using network regression techniques to analyze the network dynamics our results indicate that accumulative advantages based on connectedness and multi-connectivity are positively related to changes in the countries’ collaboration intensity whereas various indicators on similarity between countries do not allow for unambiguous conclusions.  相似文献   

The Shanghai Institute for Advanced Studies--A New Type of Science Academy     

Uwe Opolka 《中国科学院院刊(英文版)》2004,18(2)

The Shanghai Institute for Advanced Studies is committed to the outlined goals of the older science academies, but is also trying to look beyond them to find its own course.  相似文献   

Teaching Environment for the Education of Engineering Students     

Reiner Anderl  Uwe R. Vogel 《Interactive Learning Environments》2013,21(2-3):195-208

The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de).  相似文献   

Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds   总被引：1，自引：0，他引：1  

Stacey Storch Bracken  Janet E. Fischel 《Early education and development》2008,19(1):45-67

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.  相似文献   

Relational victimization: The association between recalled adolescent social experiences and emotional adjustment in early adulthood     

Allison G. Dempsey  Eric A. Storch 《Psychology in the schools》2008,45(4):310-322

Although the relationship between relational victimization and psychosocial adjustment in adolescence has been established, it is unknown whether it extends into early adulthood. The current retrospective study investigated the relationship between recall of adolescent relational victimization and symptoms of depression, social anxiety, and loneliness in 205 undergraduate students. The effects of gender and perceived social support on these relationships were assessed, as were the psychometric qualities of the Relational Victimization Questionnaire (RVQ). Recalled adolescent relational victimization was related to increased symptoms of depression and social anxiety; neither gender nor perceived social support affected the strength of these relationships. Results indicated that the RVQ has adequate internal consistency and a single factor structure. Implications for psychologists working with adolescents are highlighted. © 2008 Wiley Periodicals, Inc.  相似文献   

Editorial     

Meinert A. Meyer  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2005,8(1):3-4

Ohne Zusammenfassung

---

Editorial

  相似文献   

Jumping to Conclusions—The PISA Knee-Jerk: Some Remarks on the Current Economic-Educational Discourse     

Uwe H. Bittlingmayer  Lars Heinemann  Hans-Georg Kotthoff 《欧洲教育》2016,48(4):294-305

Ever since PISA studies have been constantly present in mainstream media, a close relation between academic achievement and economic outcome has been routinely presumed. This essay takes a closer look at some of the most common lines of argument, then goes on to outline a critique of the assumptions underlying the alleged causal relationship between educational achievement and macro-economic performance, bringing out a lack of complexity in said assumptions, as well as (polemically) showing up their conformist bias.  相似文献