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   

Book reviews     

Eva Hoogh  Alison Kelly  Dieter Kotte  Maren Naumann-Etienne  Maren Naumann-Etienne  Éva Szabolcs  R. Murray Thomas  Colin Titmus 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):245-260

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Imbke Behnken/Jürgen Zinnecker (Hrsg.): Kinder. Kindheit. Lebensgeschichte. Ein Handbuch     

Dieter Lenzen 《Zeitschrift für Erziehungswissenschaft》2002,5(1):168-170

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Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study     

Daniel Ansari  Roland H. Grabner  Karl Koschutnig  Gernot Reishofer  Franz Ebner 《Learning and individual differences》2011,21(6):636-643

Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n = 12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n = 12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors.  相似文献   

The Use and Misuse of Standardized Testing: A Whiteheadian Point of View     

Franz Riffert 《Interchange》2005,36(1-2):231-252

First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators.  相似文献   

变化环境中的城市健康与福祉——系统的分析视角          下载免费PDF全文

张艺  Franz Gatzweiler  朱永官 《中国科学院院刊》2016,31(5):581-586

随着城市人口的不断增加,城市环境的不断变化,城市健康与福祉问题已经得到了国际社会高度关注。在城市环境中,各种复杂的影响因素及各因素之间的反馈机制都会影响居民的健康与福祉。城市健康问题的解决,不仅需要科学家的研究,还需要政策制定者以及所有利益相关方的共同参与。文章结合中国城镇化现状和城市的健康问题,介绍国际科联城市健康与福祉研究计划,并将系统研究城市健康的方法应用到中国新型城镇化战略中。  相似文献   

One size fits all?: Towards a differentiated regional innovation policy approach     

Franz Tödtling  Michaela Trippl 《Research Policy》2005,34(8):1203-1219

Innovation has moved to the foreground in regional policy in the last decade. Concrete policies were shaped by “best practice models” derived from high-tech areas and well performing regions. These are often applied in a similar way across many types of regions. Here an attempt is made to show that there is no “ideal model” for innovation policy as innovation activities differ strongly between central, peripheral and old industrial areas. In this paper we analyse different types of regions with respect to their preconditions for innovation, networking and innovation barriers. Based on this classification different policy options and strategies are developed.  相似文献   

教育中的新制度主义     

海因兹-迪特·迈尔  布莱恩·罗万  郑砚秋 《北京大学教育评论》2007,5(1):15-24

制度理论一直将教育领域作为一个重要的研究对象。近十几年来,在教育领域出现了三个显著的变化,它们分别是教育服务提供从单一走向多元、教育系统结构从松散变为紧密以及教育制度重要性的增加。这些教育制度变化的新对于以往制度理论的基本命题提出了挑战,要求重新审视一些制度关系,如同形性与多样性、合法性与效率、松散性与紧密性、制度约束与制度创新、政府与市场等。这预示着对于教育领域进行制度研究的广阔前景。  相似文献   

Links between socio-emotional skills,behavior, mathematics and literacy performance of preschool children in Serbia     

Aleksić  Gabrijela  Merrell  Christine  Ferring  Dieter  Tymms  Peter  Klemenović  Jasmina 《European Journal of Psychology of Education - EJPE》2019,34(2):417-438

European Journal of Psychology of Education - Young children’s socio-emotional skills are important for understanding their own and others’ behaviors and interactions. No study in...  相似文献   

The Computer in Secondary Education     

Franz Hubalek 《Educational Media International》2013,50(1):18-23

In this context we do not mean the production of educational films by various institutes, publishers, and professional film-makers because they have to follow a given standard in technique, theme and reference to the school curriculum.  相似文献