Welchen Einfluss haben körperliche Aktivität und Fitness im Kindes- und Jugendalter auf Bildungsoutcomes?     

Dr. Kevin Dadaczynski  Stephan Schiemann 《Sportwissenschaft》2015,45(4):190-199

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Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1          下载免费PDF全文

Dr Diane P Janes 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E2-E2

Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes  相似文献   

Entwicklungsförderung im außerschulischen Kinder- und Jugendsport     

Dr. Christian Herrmann PhD  Prof. Ralf Sygusch PhD 《Sportwissenschaft》2014,44(1):25-38

The concept “Psychosocial Resources in Sport” (Sygusch, Ein sportartenorientiertes Förderkonzept für Schule und Verein. Schorndorf: Hofmann, 2007) substantiates methodical measures to systematically promote resources such as self-concept, self-efficacy, group cohesion, and social competence. In the PRimus-study this concept was implemented in handball and apparatus gymnastics over 7 months in 29 training groups (age: 12–16 years). The aim, amongst others, was to evaluate whether the concept is effective in child and youth sport. For this purpose a mixed-method design was chosen. The development of resources were measured through qualitative trainer interviews (n?=?39) as well as quantitative surveys of athletes (IG: n?=?374; KG: n?=?270) over three measurement times. The trainer statements show that the intervention initiated resource strengthening processes which indicate a promotion of resources. The quantitative measurements, however, do not reveal substantial changes throughout the intervention period. The change in behavior of coaches and athletes – regardless of the intervention measures – influences the development of resources. Overall, it must be noted that broad-based intervention concepts, which are also feasible, had difficulty proving the effects and the effectiveness.  相似文献   

Indirekte Gesundheitseffekte des Unterrichtsprogramms HealthyPEP     

Dr. Yolanda Demetriou  Gorden Sudeck  Oliver Höner 《Sportwissenschaft》2014,44(2):86-98

Numerous studies have confirmed direct health effects of interventions with a physical activity component on students without providing sufficient information on the contents or the degree to which the programs have been carried out. The empirical evidence of the indirect health effects of physical education is weaker. In this article the focus is placed on the evaluation of the indirect health effects, such as the enhancement of physical activity and its psychological determinants (e.g. motivation, attitudes, self-efficacy and knowledge) of the health promotion program HealthyPEP, using a quasi-experimental design with 516 sixth grade students. When taking into account the contents of HealthyPEP and the degree of implementation, it was clear that the program had different effects on the two genders whereby girls evaluated HealthyPEP in a more positive way compared to boys. In girls, positive tendencies were observed on rational cognitive determinants (e.g. knowledge and attitudes towards sports). The contents of HealthyPEP must be further optimized in the future to achieve positive indirect health effects also on boys.  相似文献   

Schule und Familie im Zusammenspiel     

Prof. Dr. Nicolle Pfaff 《Zeitschrift für Erziehungswissenschaft》2013,16(3):647-650

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Can Virtue be Taught? Some Contemporary Educational Implications     

Dr. Robert Paul Craig 《Clearing house (Menasha, Wis.)》2013,86(4):147-151

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Educational Leadership without Carrot and Club     

Dr. Ronald L. Abrell 《Clearing house (Menasha, Wis.)》2013,86(6):280-285

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What Is Measured Is Treasured: The Impact of the No Child Left Behind Act on Nonassessed Subjects     

Dr. Larry Eberlein 《Clearing house (Menasha, Wis.)》2013,86(6):287-291

In this article, the author reports the results of a national survey taken by state assessment directors on the impact of No Child Left Behind on nonassessed subjects between the years 2001-5. Results indicate that during this time, statewide assessment of science and writing increased whereas it decreased in the social studies, arts and humanities, listening, and technology and computers. Four themes emerged when survey takers queried participants about the impact of No Child Left Behind on nonassessed subject areas. First, reduction of resources and time for nontested subject areas was evident. Second, curriculum integration of nontested subject areas into the tested subjects increased. Third, alignment of curriculum and assessment with state standards increased. Fourth, several state assessment directors relayed they observed no impact.  相似文献   

Editorial     

Dr Celia Whitchurch  Professor Lee Harvey 《Higher Education Quarterly》2010,64(1):2-3

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Playing Around: Benefits,Assessments, and Guidelines for Adolescents' Educational Games     

Dr. Linda Nielsen Clark 《Clearing house (Menasha, Wis.)》2013,86(3):107-110

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