共查询到20条相似文献，搜索用时 26 毫秒
1.
Dr. Jochen Kramer Prof. Dr. Gabriel Nagy Prof. Dr. Ulrich Trautwein Prof. Dr. Oliver L??dtke Prof. Dr. Kathrin Jonkmann Prof. Dr. Kai Maaz Prof. Dr. Rainer Treptow 《Zeitschrift für Erziehungswissenschaft》2011,14(3):465-487
In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universit?ten) and??since the 1970s??universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students?? academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N?=?1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-W??rttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-W??rttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings. 相似文献
2.
3.
Dr. Bettina Kohlrausch Prof. Dr. Heike Solga 《Zeitschrift für Erziehungswissenschaft》2012,15(4):753-773
Youth with no or only a lower secondary school degree (Hauptschulabschluss) are increasingly disadvantaged in terms of access to vocational education and training (VET). Their lower chances of obtaining a trainee are explained by the claim that an increasing number of them are ??not mature enough for VET??. These young people would not (yet) meet the training requirements??so the criticism. So far there are no empirical studies that have shown whether such immaturity can indeed serve as an appropriate explanation for differences in training chances of less-educated youth. This paper answers this question by analyses using a panel survey of school leavers after grade 9 from the Hauptschule in Lower Saxony. Central results are: About 45?% of the school leavers had successfully entered into an apprenticeship within three months. School grades in German and mathematics were less important than grades for work attitudes and firm-internships while still at school. In general, our analyses reveal that social behaviour and a firm??s opportunities to discover the strengths of low-achieving youths and not only their weaknesses are important factors for the chances of successful transitions into training. 相似文献
4.
语义构建离不开认知识解因素。die of和die from可以与同样的表达式搭配,即die of X和die from X。就规约意义而言,die of X通常表达客观的、直接的原因,而die from X通常表达客观的、间接的原因。但在die of X和die from X语义构建过程中,通过认知识解,客观的、直接的原因会被识解为主观的、间接原因,客观的、间接的原因会被构建为主观的、直接的原因。 相似文献
5.
6.
Doris Hattenberger 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(3):83-93
Die kürzlich kundgemachte UG-Novelle, BGBl I 2011/13, sieht ein Anmeldesystem, die Verpflichtung zur Inanspruchnahme einer
Studienberatung sowie eine „Straffung“ der Vorgaben der Studieneingangs- und Orientierungsphase vor. Diese Vorgaben sind nicht
frei von Widersprüchen und dürften in der Umsetzung einige Schwierigkeiten bereiten, vor allem aber auch enormen administrativen
Mehraufwand bewirken. 相似文献
7.
Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2008,11(3):1-15
Zusammenfassung Lehrerinnen und Lehrer erscheinen in der Forschung zur Belastung und Beanspruchung im Lehrerberuf nicht nur als Informanten
über die Belastungsquellen sowie über die Wirkungen und Folgen der beruflichen Beanspruchungen. Sie werden zugleich durch
die – in diesem Beitrag kritisierte – dominierende Erfassung individueller Pers?nlichkeitsmerkmale in der Forschung implizit
selbst als ma?geblicher Faktor der Belastung und Beanspruchung im Beruf behandelt und empirisch erfasst. Da jedoch in der
bisherigen Forschung – so der Kern der Kritik – systematisch in erster Linie nur personenbezogene Merkmale erfasst werden,
kann ein Primat dieser Faktoren vor personenunabh?ngigen, bedingungs- bzw. verh?ltnisbezogenen Aspekten sowie die einseitige
konzeptionelle Ausrichtung der Forschung nicht empirisch begründet werden. Als Konsequenz aus der diagnostizierten Einseitigkeit
werden im Anschluss an arbeits- und organisationspsychologische Zug?nge Forschungsbemühungen gefordert, die sich der Erfassung
struktureller, berufsspezifischer Merkmale des Arbeitsplatzes Schule und des beruflichen Handelns von Lehrerinnen und Lehrern
und damit einer situations- bzw. bedingungsbezogenen Analyse der Berufst?tigkeit mit Blick auf Belastungen und Beanspruchungen
widmen. Auf diese Weise sollte eine ausgewogene empirische Basis für eine differenzierte Analyse und Interpretation von Personenmerkmalen
sowie Arbeits- bzw. Situationsmerkmalen geschaffen werden, die schlie?lich in den Versuch der Integration beider Betrachtungsweisen
münden kann.
相似文献
| Martin RothlandEmail: |
8.
AbstractThe “Naturphilosophie” of German romanticism was a rather short-lived phenomenon. It flourished between 1800 and 1820 and later on became an outsider's position. This period was too short to establish any significant influence in schools. Only a very few textbooks presenting physics theories based on “Naturphilosophie” exist. But the attitude to nature and to scientific research that was typical for Romanticism remained a topic of didactical discussion even when “Naturphilosophie” itself had become obsolete. The central aspects of this attitude are characterized and their expres-sions in the teaching of physics are discussed. lt is shown how this attitude without the background of “Naturphilosophie” lost its central position in the relation of man and nature and became marginal within the spectrum of pedagogical goals even for its supporters. 相似文献
9.
委婉是协调人际关系的一个重要语言手段,使用委婉语是衡量交际对象文明修养的尺度,是社会进步的象征,同时也体现了人们交际过程中对合作礼貌原则的遵守程度。本文就委婉语的民族性、形象性、含蓄性进行了分析,也对die和＂死＂的表达法进行了简单总结。 相似文献
10.
Dr Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2009,12(1):111-125
In research on stress and strain within the teaching profession teachers appear not only as informants on the causes, effects and consequences of occupational stress and strain, but in the dominant personality-psychological analyses they are also viewed and treated empirically as central influence factors. However, as research only systematically collates person-related characteristics a primacy of these factors over person-independent, framework-related and relationship-based aspects cannot be empirically founded in this one-sided research. Therefore, it is argued here that organization-psychological approaches to research are required, which look at both the structural and profession-specific characteristics of schools as a workplace and of the professional work of teachers. These approaches would facilitate a situational analysis, including framework conditions, of stress and strain within the teaching profession. This would lead to a more balanced empirical basis for a differentiated analysis and an integration of personal characteristics – on the one hand – and work and situational conditions – on the other – and eventually enable attempts at integrating both approaches. 相似文献
11.
刘扬 《雁北师范学院学报》2001,17(1):65-66
一个die译成汉语，有150多种表示法，同样，将死字译成英语，也有上百种表示方法，由此可见翻译选词的重要性和复杂性。翻译选词要注意原与译在体，语域，褒贬和情感色彩上的对应程度。 相似文献
12.
Prof. Dr. Markus P. Neuenschwander Dr. Tina Malti 《Zeitschrift für Erziehungswissenschaft》2009,12(2):216-232
The aim of this study is to investigate the influence of family environment, school grade, performance and social behavior of students on educational trajectory. The research project Family-School-Job (FASE B) utilized a representative longitudinal sample of 454 students and their primary reference persons in the canton of Bern (Switzerland). Using step-wise logistic regression analyses, the study investigated the predictive value of family-based and individual determinants at the end of primary school for the transition to lower secondary schooling and for the development at upper secondary education (academic education or vocational training). The transition to lower secondary education was more strongly influenced by grades than by results of standardized performance tests. Parental expectation, parents’ socio-economic background and by classroom misbehavior were also important predictors.Parental expectations predicted educational pathways into secondary education whereas grades in German andgender were partially significant only. Parental expectations permit precise predictions of educational pathways, even when controlling for students’ grades and performance. 相似文献
13.
Prof. Dr. Ulrich Trautwein Prof. Dr. Gabriel Nagy Prof. Dr. Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2011,14(3):445-463
Efforts to break the link between the school type attended and the qualification awarded are seen an important step in the modernization of Germany??s tracked secondary school system. However, it remains disputed whether these efforts have reduced social disparities or in fact increased them. This study examined the transition from lower secondary education in academic- and intermediate-track schools to upper secondary education in general and vocational gymnasium schools in the state of Baden-Württemberg. When indicators of parental social background and school-leaving qualifications were controlled, the opening of upper secondary education was found to be associated with a decrease in the social selectivity of upper secondary education for intermediate-track students. At the same time, for those intermediate-track students who were entitled to enter upper secondary education, social background had predictive effects on the transition decision; however, the overall size of these effects was low. 相似文献
14.
15.
本文分析了"no zuo no die"流行的原因,从中我们可以发现不同语言之间的影响与融合。不仅部分英语常用词汇可以进入汉语的网络语言中,随着汉语的流行与发展,更多的汉语拼音也开始进入英语俚语词典中。 相似文献
16.
17.
Edina Schneider 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1187-1203
Efforts to break the link between the school type attended and the qualification awarded are seen as an important step towards more permeability and upward mobility of Germany’s tracked secondary school system. Results from a biographical longitudinal study, which explored the transition from the low-ability school type Hauptschule to upper secondary education in general and vocational Gymnasium (grammar schools) yet show that from the students’ perspective, it is very challenging to take on the transition from lower-level ability to upper-level secondary school types , even though this may be institutionally possible, and desirable from an educational political perspective. For the students, this transition brings along the experience of severe degradation 相似文献
18.
19.
In Germany, age and readiness for school are still the main criteria for school entry decisions. As a result some children start school earlier or later than scheduled. Since the 1970s it is well known that school entries not according to the cut-off date are coupled with the social and ethnic family background of these children and result in differential school careers. Thus an early or delayed school entry may be seen as the starting point of cumulative educational inequalities. New results from three series of interviews with parents, Kindergarten teachers, and school headmasters being part of the longitudinal study BiKS (“Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter”, educational processes, competence development and selection decisions in pre- and primary school age) now reveal how these decisions develop. One of these qualitative studies is dedicated to school entry decisions in families with Turkish migration background. It is concluded that especially two measures can reduce these early inequalities: (1) better information for the parents and (2) early preventive support for all children making delayed school entries no more necessary. 相似文献
20.
Dr. Jessica Marschner Dr. Hubertina Thillmann Prof. Dr. Joachim Wirth Prof. Dr. Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2012,15(1):77-93
Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils’ motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups. 相似文献