„Bewusstsein — Bewegung — Lernen“     

Ingrid Bähr 《Sportwissenschaft》2001,31(3):351-354

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‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context     

Ingrid Lund 《British Journal of Special Education》2016,43(4):430-447

The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely under‐researched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group.  相似文献   

Can interaction content analysis research contribute to distance learning?     

Baruch Offir  Ingrid Barth  Joseph Lev  Arkady Shteinbok 《Educational Media International》2013,50(2):161-171

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Associations between research and teaching in Australian higher education   总被引：10，自引：1，他引：10  

Paul Ramsden  Ingrid Moses 《Higher Education》1992,23(3):273-295

This article describes results of an empirical investigation of the relationship between research and undergraduate teaching in Australian higher education. Two research indexes (weighted number of publications, and number of research activities) were used. Scores on a Likert-type scale of reported commitment to teaching undergraduate students formed the main criterion of teaching effectiveness. This was supplemented by student ratings in one of the aggregate-level analyses. The results revealed typically no relation or a negative relation between teaching and research at the level of the individual and at the level of the department, across all subject areas. The only exceptions concerned one group of former colleges of education. Further analysis by staff self-rating of academic quality showed that there existed one group of staff, mainly in the universities, who were committed to teaching and highly active researchers. However, the data did not support a causal interpretation of the association. It is concluded that there is no evidence in these results to indicate the existence of a simple functional association between high research output and the effectiveness of undergraduate teaching. Some implications for policy and student course choice are discussed.  相似文献   

Anti-racist moral education: A review of approaches,impact and theoretical underpinnings from 2000 to 2015     

Ingrid Lynch  Sharlene Swartz  Dane Isaacs 《Journal of moral education》2017,46(2):129-144

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components—making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising).  相似文献   

What makes a skilled writer? Working memory and audience awareness during text composition     

Denis Alamargot  Gilles Caporossi  David Chesnet  Christine Ros 《Learning and individual differences》2011,21(5):505-516

This study investigated the role of working memory capacity as a factor for individual differences in the ability to compose a text with communicative efficiency based on audience awareness. We analyzed its differential effects on the dynamics of the writing processes, as well as on the content of the finished product. Twenty-five graduate students composed a procedural text explaining how to assemble a model turbine. They were free to consult a documentary source, featuring captioned pictures of turbine parts and assembly steps, at any time. Graphomotor and eye movements were recorded using ‘Eye and Pen’ software with an eye-tracker and digitizing tablet. Results showed that high WM capacity writers used a different strategy to explore the visual source, making longer writing pauses and producing more detailed procedures, and achieved the communicative goal more efficiently, by introducing more reader supports. In conclusion, we discuss the feasibility of audience awareness training.  相似文献   

The Importance of Teaching and Learning Nature of Science in the Early Childhood Years   总被引：1，自引：0，他引：1  

Valarie L. Akerson  Gayle A. Buck  Lisa A. Donnelly  Vanashri Nargund-Joshi  Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.  相似文献   

Jahresinhaltsverzeichnis und Register     

Ingrid Gogolin  Imke Lange 《Zeitschrift für Erziehungswissenschaft》2011,14(1):193-204

Jahresinhaltsverzeichnis und Register

Jahresinhaltsverzeichnis und Register  相似文献   

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case     

Lewis McAnally-Salas Erika Judith Espinosa-Gomez Gilles Lavigne 《美中教育评论》2011,(3):276-287

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi  相似文献   

Goal orientations, coping with school failure and school achievement     

Ingrid Brdar  Majda Rijavec  Darko Loncaric 《European Journal of Psychology of Education - EJPE》2006,21(1):53-70

The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec & Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently.  相似文献