Überprüfung eines fähigkeitsorientierten Ansatzes zur Erklärung sportmotorischer Leistungen     

Klaus Bös  Heinz Mechling 《Sportwissenschaft》1985,15(4):381-397

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Training reading fluency in dysfluent readers with high reading accuracy: Word specific effects but low transfer to untrained words     

Thaler V  Ebner EM  Wimmer H  Landerl K 《Annals of dyslexia》2004,54(1):89-113

The outcome of a training study attempting to increase German speaking poor readers’ reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a computerized training of repeated reading of a limited set of 32 training words over a period of up to 25 days. Each day, training words were presented up to six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests. However, even for the limited set of training words, a remarkable amount of repetitions did not lead to age adequate word recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically reliable but small. The current study was funded by the Jubilee Fund of the Austrian National Bank (grant no. 8501). Karin Landerl is currently supported by an APART-grant of the Austrian Academy of Science.  相似文献   

Anämien     

Niklas Zojer  Heinz Ludwig 《Wiener klinische Wochenschrift Education》2006,1(2):69-84

Ohne Zusammenfassung  相似文献   

The concept of chance in everyday teaching: Aspects of a social epistemology of mathematical knowledge     

Heinz Steinbring 《Educational Studies in Mathematics》1991,22(6):503-522

The paper analyzes the relationship between the epistemological nature of mathematical knowledge and its socially constituted meaning in classroom interaction. Epistemological investigation of basic concepts of elementary probability reveals the theoretical nature of mathematical concepts: The meaning of concepts cannot be deduced from more basic concepts; meaning depends in a self-referent manner on the concept itself. The self-referent nature of mathematical knowledge is in conflict with the linear procedures of teaching. The micro-analysis of a short teaching episode on the concept of chance illustrates this conflict. The interaction between teacher and students in everyday teaching produces a school-specific understanding of the epistemological status of mathematical concepts: the concept of chance is conceived of as a concrete generalization, which takes chance as a fixed and universalised pattern of explanation instead of unfolding potential and variable conceptual relations of chance or randomness and developing the theoretical nature of this concept in an appropriate way for students' comprehension.  相似文献   

How to Change Students‘ Conceptions of the Epistemology of Science     

Meyling  Heinz 《Science & Education》1997,6(4):397-416

This paper is subdivided into two sections: In Part I empirical results of students epistemological conceptions of laws, hypotheses, theories, and models are presented as well as their ideas of the pathway of scientific discovery. These results are discussed in relation to research results of different recent publications. In Part II an outline and analysis of a two-year program for explicitly teaching epistemology in a physics course (grade 11-13) is given.  相似文献   

Individuationsprozesse und interethnische Freundschaften bei Jugendlichen türkischer Herkunft     

Prof. Dr. Heinz Reinders  Enikö Varadi 《Zeitschrift für Erziehungswissenschaft》2008,11(2):312-326

Individuation of Turkish immigrant youth – This study focuses on the relationship between interethnic friendships and individuation processes of Turkish immigrant youth. According to the individuation theory and additional information drawn from former research, interethnic friendships should influence the development of these adolescents’ autonomy. Data from 449 Turkish adolescents living in Germany (age 12 to 17) were used to test the theoretical model and give first insights into the relationship between Turkish-German friendships and individuation of immigrant youth. Results show that Turkish youth with German friends tend to develop different strives for autonomy. Yet, these conceptions of autonomy only effect family cohesion modestly.  相似文献   

The Relationship between Different Criteria for Admission to Medical School and Student Success     

Günter Trost  Heinz‐Ulrich Nauels  Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》1998,5(2):247-254

The relevance of admission policy for educational outcome in medical schools is demonstrated by means of longitudinal data on the total population of several cohorts of students admitted to the German medical schools on the basis of a variety of criteria (n = 28,000 students). The correlations between the quantitative criteria for admission and performance on the First Medical Examination (which takes place after 2–3 years of study) were calculated. Secondly, the mean total scores on this examination that have been achieved at first attempt by groups of students admitted according to different selection criteria were compared. Thirdly, the rates of success on the medical examination at first attempt after two years of study were compared for the above‐mentioned groups of students. The most striking result is the large difference between the groups under comparison in terms of their success rates in the First Medical Examination. The highest pass rates (80%) are achieved by students selected on the basis of a combination of the average mark in the secondary school leaving certificate and the total score on the ‘Test for Medical Studies’, an aptitude test. Had the students been admitted at random, they would only have attained a pass rate of 48% (base rate). For those admitted on the basis of the result of an interview or on the basis of ‘waiting‐time’ (i.e. the number of semesters they had spent queuing) the pass rates are 49 and 45%. The results are interpreted in the light of different political and educational goals that are or can be envisaged when decisions on admission strategies are made.  相似文献   

8. Michael Schratz/Manfred Iby/Edwin Radnitzky: Qualit?tsentwicklung. Verfahren, Methoden, Instrumente
Weinheim/Basel: Beltz 2000. 264 S. Preis: € 24,90     

Heinz Günter Holtappels 《Zeitschrift für Erziehungswissenschaft》2002,5(4):696

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Nichtmedikamentöse Therapie von Fettstoffwechselstörungen: Möglichkeiten und Grenzen     

Christoph H. Saely  Heinz Drexel

《Wiener klinische Wochenschrift Education》2018,13(1-4):1-11

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Entstehungskontexte interethnischer Freundschaften in der Adoleszenz     

Heinz?ReindersEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(1):121-145

Zusammenfassung Im vorliegenden Beitrag wird der Frage nachgegangen, in welchen Zusammenh?ngen Freundschaften zwischen deutschen und nicht-deutschen Jugendlichen entstehen. Die zentrale Vermutung ist, dass eine hohe Distanz zu Erwachsenen solche Freundschaften begünstigt, indem verst?rkt Sozialr?ume aufgesucht werden, in denen andersethnische Jugendliche die Abkehr von der Herkunftskultur erleichtern. Ferner wird postuliert, dass diese erh?hte Sozialraumorientierung interethnische Kontakte begünstigt, die ihrerseits wiederum die Wahrscheinlichkeit interethnischer Freundschaften erh?hen wird. Die Entstehung interethnischer Freundschaften wird in das theoretische Konzept des Moving (Sozialraumorientierung), Meeting (Kontakt) und Mating (Freundschaft) von Verbrugge (vgl. 1974) eingebettet. Auf jeder der drei Ebenen wird sodann der Versuch unternommen, Pr?diktoren zu identifizieren. die das Moving, Meeting und Mating begünstigen. Es wird ein theoretisches Modell vorgeschlagen, welches als Heuristik Entstehungszusammenh?nge interethnischer Freundschaften erkl?ren soll und einer ersten empirischen überprüfung unterzogen wird. Auf der Basis einer Pilotstudie sollen getrennt für deutsche und türkische Hauptschüler Gemeinsamkeiten und Differenzen bei der Entstehung solcher Freundschaften aufgezeigt und im Anschluss kritisch diskutiert werden. Summary Developmental contexts of interethnic friendships in adolescence This contribution focuses on contexts which promote the development of friendships between German and foreign adolescents. It is based on the assumption that high youth centrism and the associated distance to adults have a positive impact on these kinds of friendships, since such social spaces enable foreign youth to turn their backs on their own culture. It is further proposed that this increased orientation toward social spaces outside of the family promotes the likelihood of interethnic contact and accordingly of interethnic friendships. A theoretical approach, first developed by Verbrugge (1974), will be presented, which describes the development of interethnic friendships in the sequence of social domain activity („moving“), interethnic contacts („meeting“) and interethnic friendships („mating“). At each stage of this sequence, predictors will be sought which identify moving, meeting and mating. A heuristic model will be suggested, which can explain the developmental contexts of interethnic friendships and this will be tested using empirical data. On the basis of a pilot study, which will analyze German and Turkish pupils in one school type (Hauptschule), the differences and similarities in the development of such friendships will be demonstrated and critically discussed.

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„Ich habe nichts gegen Fremde, einige meiner besten Freunde sind Fremde, aber diese Fremden sind nicht von hier.“ Methusalix in 〉Das Geschenk Caesars〈

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Dieser Beitrag entstand im Rahmen des von der Deutschen Forschungsgemeinschaft mit Sachbeihilfen an den Autor gef?rderten Projekts „Freundschaftsbeziehungen in interethnischen Netzwerken“ (Az. Re 15669/31).  相似文献