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Mit Lernstandserhebungen wird in das Bildungssystem ein outputorientiertes Steuerungsinstrument implementiert, das Steuerungswissen
dezentral auf Schulen und Lehrkr?fte verteilt. Damit wird beabsichtigt, empirisches Wissen für professionelles Handeln und
Schulentwicklung bereit zu stellen. Die Verwendung der Lernstandserhebungen ist dabei ihrerseits von Professionalit?t abh?ngig.
Wie die Moderationsfunktion der Professionalit?t zwischen wissenschaftlichem und praktischem Wissen von den Lehrkr?ften ausgefüllt
wird, ist empirisch noch weitgehend unbeantwortet. Diesen Prozessen n?her zu kommen, ist Ziel des hier vorgestellten explorativen
Pilotprojekts. Mit einem qualitativen Fallstudiendesign wird ein heuristisches Auswertungsinstrument zur Erfassung der professionellen
überzeugungen von Lehrkr?ften zur Verwendung von Lernstandserhebungen vorgestellt. Anhand beispielhafter Interviewausschnitte
erfolgt eine Plausibilisierung, um es für weiterführende Studien nutzbar zu machen. Im theoretischen Rahmen finden systemtheoretische
Professions-und Organisationstheorien Verwendung. 相似文献
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Viola Polomeno 《The Journal of perinatal education》1999,8(4):9-18
What are pregnant couples'' concerns regarding their sexual relationship after their baby''s arrival? A study in regard to this question was conducted with five prenatal groups (n = 82). Its results are presented in this article. The sexual concerns are categorized as being about physical matters, psychological issues, adaptation issues, and anticipatory planning. A review of the literature then develops the theoretical interpretation of each of the sexual concerns and offers suggestions for childbirth educators to address some of these issues. 相似文献
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Past research has shown that top-heaviness is a perceptual property that plays a crucial role in triggering newborns' preference toward faces. The present study examined the contribution of a second configural property, congruency , to newborns' face preference. Experiments 1 and 2 demonstrated that when embedded in nonfacelike stimuli, congruency induces a preference of the same strength as that induced by facedness. Experiments 3 and 4 demonstrated that the attentional biases toward facedness and congruency produce a cumulative effect on newborns' visual preferences according to an additive model. These findings were extended by those of Experiment 5, showing that the additive model holds true when congruency is added to top-heaviness in nonfacelike stimuli displaying more elements in the upper portion. 相似文献
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Porzionato A Macchi V Stecco C Mazzi A Rambaldo A Sarasin G Parenti A Scipioni A De Caro R 《Anatomical sciences education》2012,5(5):264-272
Quality management improvement has become a recent focus of attention in medical education. The program for the donation of bodies and body parts (Body Donation Program) at the University of Padova has recently been subjected to a global quality management standard, the ISO 9001:2008 certification. The aim of the present work is to show how the above standard is useful in enhancing the efficiency of body donation procedures and the quality and output of medical education. The program is managed by means of the following interlinked procedures: the collection of body donations, death certificates, data, and body parts from living donors; the transportation and identification of cadavers; the management of bodies, body parts, equipment, instruments, purchasing of necessary materials, and setting up anatomical training sessions; the management of preventive and corrective actions; the management of documents and registration; the management of internal and external quality audits; and the review of outcomes and improvement planning. Monitoring indicators are identified in the numbers of donors and of donated body parts per year, education sessions, and satisfaction of learners and donors, as evaluated by questionnaires. The process management approach, the integrated involvement of medical, technical, and administrative staff in defining procedures, and the application of monitoring indicators allow quality improvement in all aspects of the Body Donation Program. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
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Christian Marx Annika Goeze Thamar Voss Verena Hoehne Viola Katharina Klotz Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2017,20(1):165-200
Teachers’ pedagogical/psychological knowledge (PPK) is an important aspect of teacher competence. All conceptualisations developed so far assume that PPK is general and not specific for subjects or educational contexts. The authors take up this assumption and examine empirically whether PPK of school teachers and adult education teachers is general, i.?e. generic for subjects and educational contexts. Based on a conceptualisation validated through an expert survey (N = 44) the development of a digital test instrument with text- and videobased items is described. The article reports on the results of the structure, reliability, and DIF analyses of two PPK-facets on a total of N = 212 school and adult education teachers; analyses showed that both facets can be measured reliably with only small DIF-effects. The results point to the fact that – largely in line with the results of a literature content analysis and the expert survey – PPK is general over educational contexts. Finally, results are discussed with regard to the potentials of videobased instruments to measure teachers’ professional competence. 相似文献
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John C. Begeny Julia E. Easton James J. Upright Kali R. Tunstall Cassia A. Ehrenbock 《Psychology in the schools》2014,51(5):517-533
Within the realm of school‐based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two‐part study was to examine (a) the extent to which relatively novice educators could self‐learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter‐observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity. 相似文献
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Christoph Randler Peter Wüst-Ackermann Viola Otte im Kampe Inga H. Meyer-Ahrens Benjamin J. Tempel Christian Vollmer 《Research in Science Education》2015,45(5):647-661
Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust. 相似文献