Determinants of the Development of Education in Post‐War Berlin     

Karl‐Heinz Fuessel  Christian Kubina 《Compare》1984,14(1):21-39

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TEACHING INDUCTIVE THINKING TO HIGHLY ABLE CHILDREN     

Karl Josef Klauer 《High Ability Studies》1992,3(2):164-180

Two criteria were used to identify highly able kindergarten children: assessment by teachers and an IQ ≥ 115 on Raven's Progressive Matrices. In this way, 16 highly able children were found, matched pairwise according to age and IQ, and then randomly allotted to two treatment conditions. In one condition the children were trained using a program for fostering inductive thinking, whereas the children in the other condition continued their normal kindergarten activities. Based upon a new theory of inductive reasoning, the training was expected to have a positive effect on intelligence test performance. Results showed that all of the trained children outperformed their matched counterparts. It was concluded that, even with highly able children, the level of cognitive functioning can be improved, and that training of inductive thinking is an effective means to this end.  相似文献   

A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk     

Karl W. Kosko  Patricio Herbst 《Teaching and Teacher Education》2012

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e‐Learning in universities: Supporting help‐seeking processes by instructional prompts     

Silke Schworm  Hans Gruber 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):272-281

University students are more responsible than school students for their own learning. The role of self‐regulated learning increases in virtual e‐learning course environments. Academic help‐seeking is an important strategy of self‐regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help‐seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help‐seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help‐seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help‐seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help‐seeking could not be reduced, however.  相似文献   

Generative Processes: Thick Drawing     

Karl Wallick 《The International Journal of Art & Design Education》2012,31(1):19-29

This article presents techniques and theories of generative drawing as a means for developing complex content in architecture design studios. Appending the word ‘generative’ to drawing adds specificity to the most common representation tool and clarifies that such drawings are not singularly about communication or documentation but are also productive instruments for architectural inquiry. A particular aspect of generative drawings is their potential to directly activate conceptualisation processes. Such advancement is demonstrated through evidence of continued design thinking development rather than isolation of schemes at a particular point in a process. Generative drawings offer the means of advancing multiple paths of inquiry rather than singular research channels typified in introductory pedagogies. The relevance of drawings as polemical instruments or tools of critique and history is well established, but the intellectual and physical techniques of generative drawing that advance multiple modes of architectural research are less explicit. The use of drawings as discursive instruments is a critical step towards the alignment of authorship as but one category of priority alongside the rich and complex field of forces beyond individual intuition. The recognition of design research as a category of inquiry commensurate with scientific or historical disciplines requires that our instruments have explicitly defined purpose. By discussing specific techniques and the reasons for communicating such intuitive or inexplicit architectural conditions, this article seeks to disperse the mysterious haze that obscures the legibility of architectural drawing from the uninitiated.  相似文献   

Teaching Literature for General Education     

Karl F. Thompson 《College Teaching》2013,61(2):49-51

This study explored the relationship between identity development, as gauged by Marcia's identity development construct, and student perception of instructor political bias. Regression analysis was employed to compare participant responses on the Ego Identity Process Questionnaire, a measure of Marcia's construct, with the Political Bias in the Classroom Survey, a measure gauging perceptions of and reactions to instructor political bias. The EIPQ's commitment scale was found to be a significant positive indicator for the PBCS's perception scale, suggesting that students who are strongly committed to their identity are more likely to perceive an instructor as having a political bias. Recommendations are made for how to address perceptions of political bias.  相似文献   

German Language Media Publications     

Benno Signitzer  Heinz Purer  Walter Homberg  Erich Geretschlaeger  Ingrid Geretschlaeger  Margarethe Eichinger 《Communication Booknotes Quarterly》2013,44(10):194-196

Bibliography of Austrian Mass Communication Literature, 1945-1975 by Benno Signitzer, et al. (bliss. Verlagsbuchhandlung, Wolfgang Neugebauer, Postfach 64, A 5033 Salzburg, Austria—DM 28)

Einfuhrunq in die Publizistikwissenschaft. Fragestellungen, Theoriean- Sitze, Forschungstechniken (Introduction to Mass Communication Research: Issues, Theories, Methodologies), by Heinz Purer (Verlag Olschlager, Amalienstrasse 81, D-8000 Munich 40, Federal Republic of Germany— DM14.80 or about $7.50, 160 pp.)

Journalistenausbildunq. Modelle, Erfahrungen Analysen (Journalism Education: Models, Experiences, Analyses), edited by Walter Homberg (Munich: same publisher and address as book just above, 1978—DM 39.00 or about $20.00, 245 pp.)

Science Writing: Annotated Selected Bibliography by Erich and Ingrid Geretschlaeger (Department of Mass Communication, University of Salzburg, Sigmund-Haffner-Gasse 18/iii, A-5020 Salzburg—$4.00, 104 pp.)

Medieninformation and Medienkritik in Osterreich (Media Information and Media Criticism in Austria), by Margarethe Eichinger et al. (Austrian Society of Communications, Bankgasse 8, A-1010 Vienna—90.00 Austrian Schillings or about $7.00, 100 pp.)

Katholische Publizistik in den Niederlanden (Catholic Media in the Netherlands), edited by Joan Hemels and Michael Schaolke (Verlag Ferdinand SchOningh, Jahenplatz 1, D-4790 Paderborn, FRG—DM 18.00 or about $9.00, 124 pp.)

Einfahrung in die Pressekonzentrationsforschunq (Introduction to Research on Press Concentration) by Manfred Knoche (Volker Spiess Verlag, Box 147, D-1000 Berlin 66—DM60.00 or about $30.00)

Kommunikationspolitische and Kommunikationswissenschaftliche Forschungsprojekte der Bundesregierung (1974-1978) (Research Projects on Communication Policy and Research by the Federal Government of the FRG) compiled by Walter J. Schutz (Press and Information Office of the Federal Government, Welcker Strasse, D-5300 Bonn—-price not given)  相似文献   

Television news and status conferral     

James B. Lemert  Karl J. Nestvold 《广播与电子媒介杂志》2013,57(4):491-498

In September 1996 a federal appeals court ruled that broadcasters cannot refuse daytime or prime time television federal candidates’ political advertisements containing abortion images. Broadcasters argued the advertisements were harmful to children and, thus, should be restricted. This article explores this public interest dilemma involving two competing interests: the concern for the welfare of children and the public interest in informed political debate. This article also discusses implications of the court decision.  相似文献   

SPRÅKPEDAGOGIK OCH PSYKOFYSIK     

Av docent Karl Henrik Eriksson  och fil. mag. Lars H. Ekstrand 《Scandinavian Journal of Educational Research》2013,57(1):90-124

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On Masters and Apprentices in Physical Education     

Karl M. Newell 《Quest (Human Kinetics)》2013,65(2):88-96

This paper discusses the impact of the mentoring role of faculty on fostering a quality educational experience for graduate students. Although potentially significant graduate students naturally gravitate to work with significant faculty, it is the mentoring role of the advisor that allows the student's potential to be realized. Clues to the impact of this mentoring role are gleaned from Zuckerman's (1977) analysis of American Nobel Prize laureates. To promote a quality advisor–student relationship, departments need to look beyond the student and considerations of the norms and regulations of entrance and ongoing program criteria. One necessary and very significant precursor will be the presence of quality faculty.  相似文献