Die Bildenden Gehalte der Leibesübungen und des Sports     

Konrad Paschen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(1):60-69

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Preparing academic staff to use ICTs in support of student learning     

Sue Clegg  John Konrad  Jon Tan 《International Journal for Academic Development》2013,18(2):138-148

There is pressure on academic staff to respond to changes produced by the increasing globalization of education markets, and the capacities of Information and Communication Technologies (ICTs) to transform the ways education is delivered. This presents a serious challenge for many academics whose own formative educational experiences and professional orientations were shaped under different circumstances. This paper will focus on an innovative scheme designed to support university staff in their understanding and application of ICTs in student learning. The course was delivered to a small pilot group of experienced teaching staff who wished to explore the uses of ICTs. It aimed to provide an understanding of the available technologies, and how these might be utilized in the support of teaching, learning and assessment. Throughout the course's duration, one of the authors conducted an independent evaluative programme of research involving confidential questionnaires and observation sessions. The paper's two remaining authors have made further contributions as participant and course leader. Combining these sources of data, the paper reviews the course evaluation and discusses how staff approached the development and use of ICTs with varying levels of confidence, and with different practical issues and agendas concerning the incorporation of ICTs in teaching and learning. Placing the study's major themes within the changing contexts facing university staff, it concludes with a discussion of its wider implications for all practitioners involved in staff development that is both general and ICT-specific.  相似文献   

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure     

Laurice M. Joseph  Moira Konrad  Gary Cates  Terra Vajcner  Elisha Eveleigh  Katelyn M. Fishley 《Psychology in the schools》2012,49(2):122-136

Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.  相似文献   

Early Childhood Education     

Franz‐Michael Konrad 《History of education quarterly》2009,49(2):238-240

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Finite element simulation of pole vaulting     

Sven Drücker  Konrad Schneider  Navneet-Kaur Ghothra  Swantje Bargmann 《Sports Engineering》2018,21(2):85-93

Pole vaulting is one of the most spectacular disciplines in athletics. The evolution of world record heights is strongly influenced by the development of advanced poles and subsequent materials. Employing advanced, load-adjusted composites has resulted in a steady increase of the world record height. This study provides a framework for finite element simulations of pole vaulting with focus on the initial and boundary conditions as well as finite element choices. The influence of the pole bending stiffness on the achievable height is systematically simulated. Higher effective bending stiffness leads to higher pole vaulting heights. However, if a certain stiffness is exceeded, the vaulter will not be able to bend the pole enough which leads to failed attempts.  相似文献   

In Defence of the Naive Inductivist: As Well as Some of Their Not-so-Naive Brethren     

Talmont-Kaminski  Konrad 《Science & Education》1999,8(4):441-447

Alan Chalmers, in What ius this thing called Science?, presents inductivism as a naïve view of science which has been disproved. However, the arguments he bases this conclusion on either depend upon a stilted view of inductivism or affect a very broad range of positions, including Chalmers' own. I argue that a broadly inductivist view of science, including its observational base, is precisely the approach required.

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Reform der Sportlehrer-Ausbildung     

Hans-Gert Artus  Norbert Baumann  Reiner Bussek  Hermann Gall  Hans Jensen  Christiane Müller  Konrad Stripp  Claus Tiedemann  Peter Weinberg  Clemens Menze 《Sportwissenschaft》1974,4(1):99-103

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THE 21ST CENTURY CAMPUS: GERONTOLOGICAL PERSPECTIVES     

Konrad M. Kressley  Mark Huebschmann 《Educational gerontology》2013,39(10):835-851

Through the centuries, universities have reflected the spirit of contemporary societies. Demographic and technological projections for the 21st century will require restructuring for the institutions to survive. Specifically, forecasters predict that continued declining birth rates and widespread adoption of distance learning will translate into fewer young campus residents. At the same time, we can expect more adult learners to head back to campus in order to update skills. In addition, university residential facilities appear to be well suited for the needs of aging baby boomers. An increasing number of institutions now offer retirement facilities on campus to retired graduates. Other institutions will find that that they can survive declining youth enrollments by converting their facilities for use by the aging. This article summarizes emerging trends and describes how institutions can best adapt their campus to an aging society.  相似文献   

Relational Learning in Social Work Education: Transformative Education for Teaching a Course on Loss,Grief and Death     

Shelley Cohen Konrad 《Journal of Teaching in Social Work》2013,33(1):15-28

This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.  相似文献   

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text     

Rebecca Schisler  Laurice M. Joseph  Moira Konrad  Sheila Alber‐Morgan 《Psychology in the schools》2010,47(2):135-152

The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc.  相似文献