Skizze zur Historiographie der Ästhetischen Bildung     

Jörg Zirfas  Leopold Klepacki 《Zeitschrift für Erziehungswissenschaft》2013,16(3):7-25

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.  相似文献   

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?     

Oliver Wilhelm  Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2013,16(1):23-26

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.  相似文献   

It must be true – I read it in Seventeen magazine: US popular culture and sexual messages in an era of abstinence-only education     

Jennifer Wegmann 《Sex education》2013,13(5):494-508

As discourse in sexual education classes across the USA in 1996 began to change, media outlets became important sources of education for teenage girls. Unaffected directly by government policy, one of the most popular teenage girls' magazines, Seventeen, provided a plethora of information on sex. Several scholars have examined teenage magazines' sexual discourse, yet few have assessed the accuracy of sexual health information during a time period when the US Federal Government instituted an abstinence-only curriculum policy for public schools. In addition, there is a gap in the literature regarding magazines' attitudes about teenage abstinence, or lack thereof, especially in a time when politics had taken a very conservative stance on the issue. This paper examines Seventeen magazine between 1996 and 1998 to explore the magazine's attitude towards teen sex and abstinence and to analyse the accuracy of sexual health messages surrounding topics such as abortion, contraception and STDs.  相似文献   

Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students     

Joseph Krajcik  Phyllis C. Blumenfeld  Ronald W. Marx  Kristin M. Bass  Jennifer Fredricks  Elliot Soloway 《学习科学杂志》2013,22(3-4):313-350

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Identifying Factors that Influence the Successful Transition of Criminal Justice Transfer Students     

Jennifer L. Hartman  Beth Bjerregaard  Vivian B. Lord 《Journal of Criminal Justice Education》2013,24(2):173-193

Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed.  相似文献   

Evaluating the Graduation Gap: Interventions Designed to Enhance Upper-level Student Success and Commitment     

Vivian B. Lord  Beth Bjerregaard  Jennifer L. Hartman 《Journal of Criminal Justice Education》2013,24(2):153-174

Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed.  相似文献   

Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction     

Jennifer L. Maeng  Bridget K. Mulvey  Lara K. Smetana  Randy L. Bell 《Journal of Science Education and Technology》2013,22(6):838-857

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Developing Expertise With Classroom Assessment in K–12 Science: Learning to Interpret Student Work. Interim Findings From a 2-Year Study     

Maryl Gearhart  Sam Nagashima  Jennifer Pfotenhauer  Shaunna Clark  Cheryl Schwab  Terry Vendlinski 《Educational Assessment》2013,18(3-4):237-263

This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials.  相似文献   

“Students Should not be Your Friends”: Testimonio by a Latina on Mothering One's Own,Othermothering, and Mentoring Students in the Academy     

Jennifer Esposito 《Equity & Excellence in Education》2013,46(3):273-288

This article is an autoethnographic account of how I negotiated intersectional identities as a Latina, mother, and professor, mentoring students of color. Specifically, I examine the ways mothering shaped my relationships with the students I mentored. I engaged in “othermothering” and utilized “pedagogies of the home” by creating reciprocal relationships of caring and nurturing. Utilizing critical race theory (CRT) and testimonio, I argue that my identity as a mother of color successfully negotiating the tenure track impacted the ways in which I mentor(ed) students of color.  相似文献   

DISTANCE LEARNING AND COMMUNITY COLLEGES     

Jennifer A. Yee Information Specialist 《Community College Journal of Research & Practice》2013,37(5):563-567

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