Arts sponsorship and the state of the city     

Volker Kirchberg 《Journal of Cultural Economics》1995,19(4):305-320

This paper explores the correlation between metropolitan social and economic conditions and corporate arts support in the United States. It is hypothesized that the transition from a manufacturing sector economy to an advanced service sector economy is an important local factor for the increase in corporate arts support.By panel analysis, in eleven metropolitan areas between 1977 and 1991 changes in corporate arts support have been correlated with changes in social and economic conditions, i.e., service sector and manufacturing sector employment, service sector and manufacturing sector income, population's educational attainment, and the degree of dominance by the leading local arts supporting industry.Corporate arts support is higher in metropolitan areas where the population is better educated (=+0.60), the local service sector generates more income (=+0.37) and the local manufacturing sector generates less income (=–0.22).Corporations from the manufacturing sector are mostly indifferent towards arts support. In contrast, corporations from the service sector are supportive of the local arts but they also respond swiftly to a loss in their earnings by discontinuing their arts support.  相似文献   

Editorial zum Themenheft: ?‘Software-Reengineering“’     

Jürgen Ebert  Franz Lehner  Volker Riediger und Andreas Winter 《Informatik - Forschung und Entwicklung》2005,19(3):125-126

Ohne Zusammenfassung  相似文献   

Differentiation of competence and affect self-perceptions in elementary school students: extending empirical evidence     

A. Katrin Arens  Marcus Hasselhorn 《European Journal of Psychology of Education - EJPE》2015,30(4):405-419

  相似文献   

The Problem of Child Soldiers     

Druba  Volker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):271-278

International Review of Education -  相似文献   

Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors     

Eve Kikas  Piret Soodla  Katrin Mägi 《Scandinavian Journal of Educational Research》2018,62(5):783-797

The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.  相似文献   

Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?     

Jan-Willem Strijbos  Susanne Narciss  Katrin Dünnebier 《Learning and Instruction》2010,20(4):291-303

Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated.  相似文献   

“Not like that,not for that,not by them”: social media affordances of critique     

Katrin Tiidenberg  Andrew Whelan 《传播与批判/文化研究》2019,16(2):83-102

This paper has two objectives: to explicate the sociotechnical conditions that facilitate critique on social media platforms (specifically: Tumblr); and to operationalize a “working theory” from Foucault’s conceptualization of critique. We analyze resistant practices observed (in ethnographic study) in a Not Safe For Work (NSFW) community on Tumblr, arguing that the potential for critique arises there at the intersection of platform architecture and use cultures. Specifically, we show how critique emerges from shared practices of ethics, most visibly enacted through what we call voluntary vulnerability and paying it forward. This potential for critique is arguably at risk with Tumblr’s recent NSFW ban.  相似文献   

Bringing Research Into Educational Practice: Lessons Learned     

Katrin Hille 《Mind, Brain, and Education》2011,5(2):63-70

Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make sure it happens anyway. We have realized that transferring research into educational practice needs a special research approach, which we suggest could be labeled “translational research” as seen in medical research. We have also realized that transfer requires a special type of scientist. We try to hire generalists who work and think interdisciplinarily and who are committed to providing a service to practitioners. Finally, we feel that neuroscience provides a possible foundation for learning sciences.  相似文献   

Relating students’ emotions during argumentative discourse to their learning of real-life functional situations     

Ayalon  Michal  Wilkie  Karina J.  Eid  Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48

Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and...  相似文献   

Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument     

Alwast  Alina  Vorhölter  Katrin 《Educational Studies in Mathematics》2022,109(2):263-285

Educational Studies in Mathematics - Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education....  相似文献