II. Kongreβ der Vereinten Nationen über “Verbrechensverhütung und Behandlung Straffälliger” London,August 1960     

Helga Timm 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):491-494

Ohne Zusammenfassung  相似文献   

Medical library management: maximizing resources, 15–27 June 1986, British Council international seminar held at the London School of Hygiene and Tropical Medicine     

Helga Patrikios 《Health information and libraries journal》1987,4(1):40-42

  相似文献   

Information and opposition in Austrian nuclear energy policy     

Helmut Hirsch  Helga Nowotny 《Minerva》1977,15(3-4):316-334

  相似文献   

The complex route to success: complex problem-solving skills in the prediction of university success     

Matthias J. Stadler  Nicolas Becker  Samuel Greiff  Frank M. Spinath 《高等教育研究与发展》2016,35(2):365-379

Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that CPS was not only strongly correlated to objective university success but also explained university grade point averages (GPA) of N?=?78 German business students even after intelligence and high-school GPA were controlled for. In addition, priority setting while working on a complex problem explained self-rated SUS. Given this incremental validity over the most established predictors of objective university success and its versatility, we argue that CPS may be a valuable addition to existing predictors in university applicant selection.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education     

Helga Dorner  Swapna Kumar 《TechTrends》2016,60(1):48-55

  相似文献   

Die Bedeutung derIEA-Untersuchung über Mathematikunterricht für die Schulpolitik: Die Bundesrepublik Deutschland     

Helga Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(2):214-222

Ohne Zusammenfassung  相似文献   

Instructional Leadership in Compulsory Schools in Iceland and the Role of School Principals     

Börkur Hansen  Steinunn Helga Lárusdóttir 《Scandinavian Journal of Educational Research》2013,57(5):583-603

The purpose of this paper is to present findings from a study of instructional leadership in 20 Icelandic compulsory schools. More specifically, the perceptions of staff concerning supervision of instruction, and the views of principals regarding their role as supervisors of instructional development. Data was collected with questionnaires from staff and interviews with principals. The approach was based on a mixed-methods design. The findings indicate that supervision of instruction differs between the schools. Principals provide for little direct supervision of teachers, however, they provide considerable indirect supervision. The supervision of instruction suggests that collegial supervisory emphasis is considerable in most of the schools. The collegial model, however, emphasizes systematic collection of data on what happens in classrooms, an important element that is largely neglected in the Icelandic schools.  相似文献   

ISPCAN Child Abuse Screening Tool Children's Version (ICAST-C): Instrument development and multi-national pilot testing     

Adam J. Zolotor  Desmond K. Runyan  Michael P. Dunne  Dipty Jain  Helga R. Péturs  Clemencia Ramirez  Elena Volkova  Sibnath Deb  Victoria Lidchi  Tufail Muhammad  Oksana Isaeva 《Child abuse & neglect》2009,33(11):833-841

ObjectiveTo develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies.MethodsThe initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access.ResultsThe final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item).ConclusionsIn pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization.Practice implicationsThe ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection.  相似文献   

Understanding the prospect of success in professional training: an ethnography into the assessment of problem-based learning     

Ricardo A. Ayala  Tomas F. Koch  Helga B. Messing 《Ethnography and Education》2019,14(1):65-83

One of the most fundamental innovations in higher education is the introduction of the method known as problem-based learning (PBL). While literature has largely focused on its learning goals and the transition from lectures to tutorials, little research has problematised why this is a successful methodology and what we consider as students’ success. Drawing upon various ethnographic techniques, the authors analyse PBL as a field of expectations in light of Expectation-Value Theory. Beyond merely showing that PBL is a culturally constructed practice, the article elaborates on how students’ expectations inform practices, performance and evaluation, which is important for assessing the successfulness of the method. By discussing students’ expectations, dynamics and power relations, the present article is a contribution to the research addressing what has come to be known as the ‘black box’ of PBL.  相似文献