Werkstätten des Wissens zwischen Renaissance und Aufklärung,     

Florian Ehrensperger 《Cataloging & classification quarterly》2018,56(1):110-112

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Inclusion in sport: disability and participation     

Florian Kiuppis 《Sport in Society》2018,21(1):4-21

Abstract

For the last couple of decades UNESCO has aimed to achieve to a far extent the implementation of the guiding principle of inclusion at all levels in education systems worldwide. The idea that countries ‘should ensure an inclusive education system at all levels’ is also a central objective of the UN Convention on the Rights of Persons with Disabilities. This Introduction to the Special Issue explores what participation as an aspect of inclusion means in general, and realistically can mean in sport and quality physical education in particular. Sport is introduced as a context in which, unlike in education, the individual choice of a sporting activity on a spectrum ranging from separate activities for persons with disabilities to modified activities designed for all makes it necessary to attribute each approach equal importance and validity instead of discrediting segregated structures and glorifying supposedly inclusive ones.  相似文献   

Attitudes Measurement: Nature,Issues, Methods,and Recommendations     

Florian Stern 《Science & Education》2018,27(5-6):563-566

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Valence bias in metacontrol of decision making in adolescents and young adults     

Florian Bolenz  Ben Eppinger 《Child development》2022,93(2):e103-e116

The development of metacontrol of decision making and its susceptibility to framing effects were investigated in a sample of 201 adolescents and adults in Germany (12–25 years, 111 female, ethnicity not recorded). In a task that dissociates model-free and model-based decision making, outcome magnitude and outcome valence were manipulated. Both adolescents and adults showed metacontrol and metacontrol tended to increase across adolescence. Furthermore, model-based decision making was more pronounced for loss compared to gain frames but there was no evidence that this framing effect differed with age. Thus, the strategic adaptation of decision making continues to develop into young adulthood and for both adolescents and adults, losses increase the motivation to invest cognitive resources into an effortful decision-making strategy.  相似文献   

Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework   总被引：5，自引：1，他引：4  

Krista R. Muis  Lisa D. Bendixen  Florian C. Haerle 《Educational Psychology Review》2006,18(1):3-54

This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.

Krista R. MuisEmail:

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Elterliche Bildungsaspiration und Migrationshintergrund als Prädiktoren für Schulformwechsel in der Sekundarstufe I: Ergebnisse einer Längsschnittstudie     

Dr. Florian Klapproth  Paule Schaltz  Sabine Glock 《Zeitschrift für Erziehungswissenschaft》2014,17(2):323-343

The present study investigates the extent to which changing school forms in secondary school is dependent not only on a student’s school grades, but also on the migration status and educational aspirations of their parents. Based on a cohort (N?=?4219) of school students from one school year in Luxemburg, we were able to show that throughout the lower secondary school, the grade average played a decisive role in the move to a different school form. Furthermore, students with a migration background were shown to have similar chances as students from Luxemburg of moving upwards to a higher school form, yet were less likely to move downwards. However, this phenomenon could essentially be explained by the fact that students with a migration background are not as highly represented in the higher school forms as are students from Luxemburg. Independent of migration status and school grades, parental educational aspirations played a decisive role change between school forms. High educational aspirations facilitated the move to a higher school form, while low educational aspirations correlated with moving to a lower school form.  相似文献   

God–Mother–Baby: What Children Think They Know     

Florian Kiessling  Josef Perner 《Child development》2014,85(4):1601-1616

This study tested one hundred and nine 3‐ to 6‐year‐old children on a knowledge‐ignorance task about knowledge in humans (mother, baby) and God. In their responses, participants not reliably grasping that seeing leads to knowing in humans (pre‐representational) were significantly influenced by own knowledge and marginally by question format. Moreover, knowledge was attributed significantly more often to mother than baby and explained by agent‐based characteristics. Of participants mastering the task for humans (representational), God was largely conceived as ignorant “man in the sky” by younger and increasingly as “supernatural agent in the sky” by older children. Evidence for egocentrism and for anthropomorphizing God lends support to an anthropomorphism hypothesis. First‐time evidence for an agent‐based conception of others' knowledge in pre‐representational children is presented.  相似文献   

Rethinking the pattern of external policy referencing: media discourses over the ‘Asian Tigers’’ PISA success in Australia,Germany and South Korea     

Florian Waldow  Keita Takayama  Youl-Kwan Sung 《比较教育学》2014,50(3):302-321

The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globally disseminated stereotypes about Asian education, economic relations and the sense of ‘crisis’ induced through the relative position and change of position in PISA league tables in the countries in question.  相似文献   

Beyond print: the Journal of Research in Special Educational Needs     

Lani Florian 《Journal of Research in Special Educational Needs》2001,1(1)

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Questionable Research Practices in Experimental Communication Research: A Systematic Analysis From 1980 to 2013     

Jörg Matthes  Franziska Marquart  Brigitte Naderer  Florian Arendt  Desirée Schmuck  Karoline Adam 《Communication methods and measures》2015,9(4):193-207

Questionable research practices (QRPs) pose a major threat to any scientific discipline. This article analyzes QRPs with a content analysis of more than three decades of published experimental research in four flagship communication journals: Journal of Communication, Communication Research, Journalism & Mass Communication Quarterly, and Media Psychology. Findings reveal indications of small and insufficiently justified sample sizes, a lack of reported effect sizes, an indiscriminate removal of cases and items, an increasing inflation of p-values directly below p < .05, and a rising share of verified (as opposed to falsified) hypotheses. Implications for authors, reviewers, and editors are discussed.  相似文献