EXTENDING OUR VISION OF DEVELOPMENTAL GROWTH AND ENGAGING IN EMPIRICAL SCRUTINY: PROPOSALS FOR THE FUTURE OF FAITH DEVELOPMENT THEORY     

Heinz Streib 《Religious education (Chicago, Ill.)》2013,108(4):427-434

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‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland     

Manuela Heinz  Kevin Davison  Elaine Keane 《欧洲师范教育杂志》2018,41(2):232-245

There has been extensive research internationally describing teachers’ homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers’ religious affiliations and/or convictions have rarely been explored. Since 96% of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education (ITE) applicants’ religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive ‘unchurching’ of Europe.  相似文献   

Comments     

André Beteille  Asa Briggs  Hans Daalder  Michèle Gendreau-Massaloux  Patricia Albjerg Graham  Heinz Maier-Leibnitz  Amrik Singh  Wang Gungwu  Anthony C. Yu 《Minerva》1992,30(2):175-188

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Book reviews     

Christopher Freeman  Kenneth R. Foster  Heinz Maier-Leibnitz 《Minerva》1995,33(4):395-405

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THE INTERNATIONAL DIMENSION OF THE UNIVERSITY     

Heinz Fischer 《Higher Education in Europe》1984,9(2):10-14

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SIPP (The Siemens International Practical Programme): an international student exchange programme     

Heinz Justi 《European Journal of Engineering Education》1981,6(3-4):219-220

The Siemens International Practical Programme was set up in 1975 by SIEMENS AG upon the recommendation of its national office in Sweden. The purpose of the programme is to give students of electrical engineering at technical universities the chance to gain experience related to their areas in a foreign country, an experience which they, in turn, can convey to their fellow students. Through their own observations in the Federal Republic of Germany the students also have the opportunity to learn more about Siemens — its history, its wide variety of electro-technical products, and its production facilities — than would otherwise be possible in their home countries.  相似文献   

Analysis of the Latin Square Task with linear logistic test models     

Nina Zeuch  Heinz Holling  Jörg-Tobias Kuhn 《Learning and individual differences》2011,21(5):629-632

The Latin Square Task (LST) was developed by Birney, Halford, and Andrews [Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of cognitive complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66, 146–171.] and represents a non-domain specific, language-free operationalization of Relational Complexity (RC-)Theory. The current study investigates the basic cognitive parameters and structure of LST as defined by RC-Theory, using IRT-based linear logistic test models (LLTM). 850 German school students completed 26 systematically designed LST items. Results support the notion of Rasch-scalability. LLTM analyses reveal that both operation complexity and number of operations affect item difficulty. It is shown how LLTM and its variants can provide substantial insights into cognitive solution processes and composition of item difficulty in relational reasoning in order to make item construction more efficient.  相似文献   

Context matters: increasing understanding with interactive Clicker Case studies     

Mary A. Lundeberg  Hosun Kang  Bj?rn Wolter  Robert delMas  Norris Armstrong  Bruno Borsari  Nancy Boury  Peggy Brickman  Kristi Hannam  Cheryl Heinz  Thomas Horvath  Maureen Knabb  Terry Platt  Nancy Rice  Bill Rogers  Joan Sharp  Eric Ribbens  Kimberly S. Maier  Mike Deschryver  Rodney Hagley  Tamar Goulet  Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.  相似文献   

Retest effects in matrix test performance: Differential impact of predictors at different hierarchy levels in an educational setting     

Philipp Alexander Freund  Heinz Holling 《Learning and individual differences》2011,21(5):597-601

If tests of cognitive ability are repeatedly taken, test scores rise. Such retest effects have been observed for a long time and for a variety of tasks. This study investigates retest effects on figural matrix items in an educational context. A short term effect is assumed for the direct retest administration in the same test session, and a long term effect is assumed for a retest interval of six months. Using multilevel modeling, we analyze if the magnitude of these effects is not only influenced by individual variation, but also by the cluster structure of students grouped within classrooms. We also investigate if the use of identical versus parallel tests has an impact on the size of the retest effects. Our main results show a negligible short term retest effect, but a large long term retest effect. Using parallel tests does not contribute to understanding individual differences in retest effects. The variation in retest effects is larger between classrooms than between students. Reasoning ability, as measured with a different test, and school grades significantly influences retest effects at the individual level, but at the classroom level, only reasoning ability is a significant predictor.  相似文献