Creative Projects: A Place in Counselor Education     

James B. Meyer 《Counselor Education & Supervision》1972,11(4):313-316

During the past 15 years, a series of dramatic and important changes in the conceptualization of counseling theory and practice has occurred. However, concomitant changes in counselor education theory and practice have not kept pace. Blocher (1968) addressed himself to this problem in the following way:  相似文献   

The influence of gender composition in a field of study on students' drop‐out of higher education     

Jasmin Meyer  Susanne Strauß 《European Journal of Education》2019,54(3):443-456

Combining Tinto's classical model of student drop‐out with Kanter's assessment of minorities, this article examines the influence of gender composition in a field of study on drop‐out from higher education. Our empirical analysis is based on a sample of students who left German higher education in 2014. Our results confirm previous findings that women in gender‐atypical subjects show a higher drop‐out risk than their male fellow students. We assess several mechanisms which could contribute to explain this effect. Contrary to our expectations, social integration, in the sense of contact with lecturers, seems to be a protective factor for women and men in gender‐atypical subjects. For women in gender‐atypical fields of study, contact with peers is an additional protective factor against drop‐out. The most important mechanism to explain higher education drop‐out is women's more negative self‐assessment of their suitability for male‐dominated subjects.  相似文献   

The “Virtual Face” of Institutions: What Do Home Pages Reveal About Higher Education?     

Katrina A. Meyer 《Innovative Higher Education》2008,33(3):141-157

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Difference as privilege: identity,citizenship and the recontextualisation of human rights in Japan’s social studies curriculum     

Thomas George Meyer 《Critical Studies in Education》2020,61(1):17-36

ABSTRACT

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein’s concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan’s official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals.  相似文献   

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education   总被引：1，自引：0，他引：1  

Bell  Cheryl  Shepardson  Daniel  Harbor  Jon  Klagges  Hope  Burgess  Willie  Meyer  Jason  Leuenberger  Ted 《Journal of Science Teacher Education》2003,14(1):49-71

Journal of Science Teacher Education -  相似文献   

Gender-group differences in the learning behaviour of entering first-year university students     

J. H. F. Meyer 《Higher Education》1995,29(2):201-215

This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic deep or strategic structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies.  相似文献   

Science and medicine in football: progress & evolution     

Franco M. Impellizzeri  Tim Meyer 《Journal of sports sciences》2016,34(24)

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Injury prediction in veteran football players using the Functional Movement Screen™     

Daniel Hammes  Karen aus der Fünten  Mario Bizzini  Tim Meyer 《Journal of sports sciences》2016,34(14):1371-1379

ABSTRACT

The Functional Movement Screen? (FMS?) is aimed at assessing fundamental movements and is often used to identify players’ injury risk. The purpose of this study was to determine whether the FMS? can be used to predict injuries in veteran footballers (aged > 32 years). Eighteen veteran football teams (n = 238) were recruited and prospectively followed for 9 months. The players (44 ± 7 years; 178 ± 7 cm, 84 ± 11 kg) performed the FMS? at the start of the study period. Players’ exposure hours and injuries were recorded. The difference of FMS? overall score between injured and uninjured players was not significant (11.7 ± 2.9 vs 12.2 ± 2.8 points; Mann-Whitney U-test P = 0.17). Players scoring <10 (score < 1 standard deviation [SD]) below the mean) had a significantly higher injury incidence (z-statistics P < 0.05) compared to an intermediate reference group (mean ± 1 SD; scores of 10–14). No lower injury incidence for players with scores of >14 (score > 1 SD above the mean) was found. Further analyses of potential risk factors suggest higher age, lower body mass and a longer football career to be risk factors for injuries. The findings of this study suggest that the suitability of the FMS? for injury prediction in veteran footballers is limited.  相似文献   

What predicts adult readers’ understanding of STEM texts?     

D. Jake Follmer  Shin-Yi Fang  Roy B. Clariana  Bonnie J. F. Meyer  Ping Li 《Reading and writing》2018,31(1):185-214

The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts.  相似文献   

Das Fach und die Schüler     

Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2001,4(3):381-403

Zusammenfassung In diesem Beitrag geht es darum, die Bedeutung des Fachunterrichts aus Schülersicht herauszustellen und dabei zugleich unterschiedliche Arten der Beteiligung der Schüler an eben diesem Unterricht zu beschreiben. Dafür liefere ich Auszüge aus einem Unterrichtsprotokoll und dazugeh?rigen Lehrer-und Schülerkommentaren und interpretiere sie. Das Beispiel stammt aus dem Geschichtsunterricht der gymnasialen Oberstufe, Jahrgangsstufe 11. Abschlie?end versuche ich, Bausteine einer Theorie der Partizipation im Fachunterricht zu identifizieren.

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Summary A Subject and its Pupils: Lesson analyses and preparatory notes on a theory of participation The aim of this paper is to show the importance of lessons in particular subjects from the perspective of the pupils and, at the same time, to describe the different ways in which pupils participate in these lessons. To this end, I will present and then interpret excerpts from records of particular lessons along with teachers’ and students’ comments on these lessons. The example comes from a History class in year 11 of the German Gymnasium. To conclude, I will attempt to identify the building blocks of a theory of participation in subject lessons.

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