Democratic participation in rural Tanzania and Zambia: The impact of civic education     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):751-753

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Editorial     

Nicholas Beattie  Colin Brock 《Compare》1995,25(1):3-4

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THE DEVELOPMENT OF THE A-V SCALE OF ATTITUDES TOWARD MATHEMATICS     

Sam  Adams Robert C.  Yon Brock 《Journal of Educational Measurement》1967,4(4):247-248

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Editorial     

Colin Brock  Nicholas Beattie 《Compare》1993,23(2)

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Methodologie in der Sportspielforschung     

Birgit Szymanski 《Sportwissenschaft》1992,22(3):380-382

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Dopaminerge Modulation striataler Plastizität     

Frieder Beck  Klaus Blischke  Birgit Abler 《Sportwissenschaft》2012,42(4):271-279

This article attempts to outline the neuronal foundations of movement automatization. In particular, it is shown that an increase in automaticity corresponds to processes of synaptic plasticity in the corticostriatal and corticocortical system. This mechanism is supposed to induce changes in the neuronal representations of the respective skill. Furthermore, the role of phasic dopamine release will be discussed with respect to its modulating effect on processes of plasticity.  相似文献   

DEVELOPMENT, EVALUATION, AND VALIDATION OF A PAPER-AND-PENCIL TEST FOR MEASURING TWO COMPONENTS OF BIOLOGY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE CONCERNING THE “CARDIOVASCULAR SYSTEM”     

Stephan Schmelzing  Jan H. van Driel  Melanie Jüttner  Stefanie Brandenbusch  Angela Sandmann  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2013,11(6):1369-1390

One main focus of teacher education research concentrates on teachers’ pedagogical content knowledge (PCK). It has been shown that teachers’ PCK correlates with teaching effectiveness as well as with students’ achievement gains. Teachers’ PCK should be analyzed as one of the main important components to evaluate professional development programs. On this account, it is necessary to develop standardized measures of biology teachers’ topic-specific PCK that are labor-efficient. This paper presents a study on the development, evaluation, and validation of a paper-and-pencil test to measure biology teachers’ declarative PCK on the topic of blood and the human cardiovascular system. The development of the test was based, among other considerations, on a review of research literature on PCK and an analysis of 50 videotaped biology lessons. The final test instrument was comprised of 15 items distributed across 2 scales. The findings of the main study—with 93 preservice and in-service biology teachers and 12 biologists—confirmed that this measure of biology teachers’ declarative PCK was reliable, objective, and valid. In-service biology teachers scored higher on the test than preservice teachers (effect size Cohen’s d, 0.65) on one hand and, also, than biologists (Cohen’s d, 1.00) on the other hand. Future versions of this test should explore enlarging the scales and measuring procedural aspects of PCK.  相似文献   

Review of Longitudinal Structural Equation Modeling,by Todd D. Little     

Brock Ternes 《Structural equation modeling》2013,20(4):648-650

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Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills     

Timothy W. Curby  Laura L. Brock  Bridget K. Hamre 《Early education and development》2013,24(3):292-309

Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.  相似文献   

Discussing adapted physical education during IEP meetings: First-hand parent experiences and a supporting tool     

Scott W.T. McNamara  Lauren Lieberman  Brad Weiner  Brock McMullen 《Journal of Research in Special Educational Needs》2021,21(4):302-311

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