Mathematics Instruction in Safe Space: Prospective Elementary Teachers' Views of Mathematics Education     

Uwe Gellert 《Journal of Mathematics Teacher Education》2000,3(3):251-270

This article discusses findings from an investigation into 42 prospective elementary teachers' views of mathematics teaching and learning. The focus is on how the participants saw the roles of teachers, pupils,and mathematics in mathematics classes as they communicated their views in journals written during the study. I argue that some prospective teachers express a tendency to protect and relieve their future pupils from mathematics. I show how this tendency affects a shift from school being the place where teachers teach pupils toward a conception of a safe space where the teachers predominantly care for the children. This revised version was published online in September 2006 with corrections to the Cover Date.  相似文献   

Responses to austerity: European experiences from higher education and school improvement in the 1980s     

Karl Frey  Uwe Hameyer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(3):371-378

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Sport mit Sondergruppen     

Uwe Rheker 《Sportwissenschaft》1999,29(1):104-109

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Ten Years of CERI     

Uwe Hameyer 《International Journal of Science Education》2013,35(1):77-79

Summaries

English

The purpose of this study was to determine whether the different value positions claimed by Macdonald to be inherent in his three curriculum development models resulted in differences in the content of science curricula and/or the organization of such content. Information on this subject was obtained from a sample of 90 randomly‐chosen science teachers vvho examined junior high school physical science curricula, then completed a questionnaire used as a measuring instrument. This instrument was based on established criteria for selecting and organizing content for a curriculum. From the results obtained, it was concluded that significant differences in content as well as in content organization did indeed exist in the science curricula representative of Macdonald's three models. Moreover, it was found that content representative of specifie groups of selection criteria such as discipline‐oriented, societal needs, and student needs was responsible for the differentiation in the content among the models. Thus, the findings supported Macdonald's contentions. This information should be useful in future science curriculum development.  相似文献   

Effects of a physical education-based coping training on adolescents’ coping skills,stress perceptions and quality of sleep     

Christin Lang  Anne Karina Feldmeth  Serge Brand  Edith Holsboer-Trachsler  Uwe Pühse  Markus Gerber 《Physical Education & Sport Pedagogy》2017,22(3):213-230

Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, M_age?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.  相似文献   

Editorial     

Yvonne Ehrenspeck  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2007,10(4):457-458

Ohne Zusammenfassung  相似文献   

Sociological aspects of educational change     

Uwe Hameyer 《Studies in Educational Evaluation》1978,4(1):47-53

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Two Worlds of Academic Publishing: Chemistry and German Sociology in Comparison     

Ute Volkmann  Uwe Schimank  Markus Rost 《Minerva》2014,52(2):187-212

The communication infrastructure of modern science is provided by profit-oriented business firms: the publishing houses which print and distribute academic books and journals. Surprisingly, beyond some rather superficial impressions, in science studies little is known about how academic publishers work—in particular, how markets for books and journals look like, how publication decisions are taken, and how the interplay with the scientific community is arranged. We address these questions with a focus on the relation between economic considerations of publishers, on the one hand, and the requirements of scientific communication, on the other. Our contrasting case studies are a very large worldwide operating publisher with regard to chemistry publications and a national publishing house of German sociology. At first, we show how the rather different business approaches of the two types of academic publishing houses look like. Both approaches could reach stability for some time which means not only that publishers earned money according to their profit aspirations but also that the communication requirements of science were sufficiently met. Afterwards, we point out the instabilities that have begun to arise in both fields and may sooner or later erode the former fit of profit-making and scientific communication.  相似文献   

Stichwort: Integration     

Renate Möller  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2001,4(2):151-172

Ohne Zusammenfassung  相似文献   

Auslaufvorgänge aus wasserbehältern-eine anwendungsorientierte einführung in die analysis     

Uwe Beck 《Educational Studies in Mathematics》1977,8(4):439-460

Ohne ZusammenfassungHerrn Professor Dr. E. Wittmann danke ich für wichtige Anregungen.  相似文献