排序方式： 共有81条查询结果，搜索用时 31 毫秒
51.
52.
Tanja Sturm 《International Journal of Inclusive Education》2013,17(6):656-669
ABSTRACTThe central concern of this article is to compare the constructions of differences in inclusive school settings between countries with different school systems. The focus is to find out how constructions of differences generate participation and (dis)advantages and, thereafter, how the constructions are related to the structure of the school system and its formal rules. The aim is to contrast constructions produced by teachers who work in a multi-tracked school system with those from single-track ones. Grounded in Karl Mannheim’s [1980. Strukturen des Denkens. Frankfurt: Suhrkamp] theory on the sociology of knowledge, the analysis targets the practical expressions of constructing and addressing differences. The investigation is based on group discussions with teachers. The comparative results suggest that teachers construct differences between students in different ways, linked to the formal school-based context in which they work. While German teachers construct ‘total identities’ based on achievement and limit students’ participation in teaching settings, their colleagues from Norway and the US conceive of accomplishments built on trust with teachers and the need to feel participation in class. The outcomes indicate that the construction of differences and teaching are related to the structure of school which go along with expectations towards the students. 相似文献
53.
Tanja Psonder 《美中教育评论》2013,(10):769-776
This paper aims at outlining the dual-focused approach used to train architecture students to work independently on re-development and re-usage concepts in an Erasmus IP （intensive programme） workshop, where English was used as the working language. The creative tasks were combined with communication skills （social and technical English, negotiation skills）, which were to enable the students to present their outcome publicly in the final presentation. The underlying concept is that students work in small international groups and develop their own method to address the given problem in the form of a real project. Through the project-based approach, students search for information that accompanies their project ideas, which helps them find a viable solution. The creative work process is completed by a thorough evaluation and intensive reflection phase in order to strengthen the students＇ learning experience. Additionally, the interdisciplinary approach, as well as the multinational aspect that originate from different cultural and educational backgrounds of the students, shall contribute to the interactive work process. This process of interaction is based on the idea of experiential learning that sees knowledge as the transformation of experience. 相似文献
54.
AbstractConceptual modeling of bibliographic data, including the FR models and the consolidated IFLA LRM, has provided an opportunity to shift focus to entities and relationships and to support hierarchical work-based exploration of bibliographic information. This paper reports on a study examining the complexity of a work's bibliographic family data and user interactions with data visualizations, compared to traditional displays. Findings suggest that the FRBR-based visual bibliographic information system supports work families of different complexities more equally than a traditional system. Differences between the two systems also show that the FRBR-based system was more effective especially for related-works and author-related tasks. 相似文献
55.
Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities. 相似文献
56.
Tanja Klop Sabine E. Severiens Marie‐Christine P. J. Knippels Marc H. W. van Mil Geert T. M. Ten Dam 《International Journal of Science Education》2013,35(9):1127-1150
This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention. 相似文献
57.
Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made. 相似文献
58.
59.
Christian Geiser Michael Eid Stephen G. West Tanja Lischetzke Fridtjof W. Nussbeck 《Structural equation modeling》2013,20(3):409-436
It is well known that measurement error in observable variables induces bias in estimates in standard regression analysis and that structural equation models are a typical solution to this problem. Often, multiple indicator equations are subsumed as part of the structural equation model, allowing for consistent estimation of the relevant regression parameters. In many instances, however, embedding the measurement model into structural equation models is not possible because the model would not be identified. To correct for measurement error one has no other recourse than to provide the exact values of the variances of the measurement error terms of the model, although in practice such variances cannot be ascertained exactly, but only estimated from an independent study. The usual approach so far has been to treat the estimated values of error variances as if they were known exact population values in the subsequent structural equation modeling (SEM) analysis. In this article we show that fixing measurement error variance estimates as if they were true values can make the reported standard errors of the structural parameters of the model smaller than they should be. Inferences about the parameters of interest will be incorrect if the estimated nature of the variances is not taken into account. For general SEM, we derive an explicit expression that provides the terms to be added to the standard errors provided by the standard SEM software that treats the estimated variances as exact population values. Interestingly, we find there is a differential impact of the corrections to be added to the standard errors depending on which parameter of the model is estimated. The theoretical results are illustrated with simulations and also with empirical data on a typical SEM model. 相似文献
60.
Susanne Schwab Tanja Wimberger Christoforos Mamas 《International Journal of Disability, Development & Education》2019,66(3):325-342
ABSTRACTResearch indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications. 相似文献