The Training of Italian Teachers in the Federal Republic of Germany: an alternative approach     

Milena Heinz‐De Albentiis 《欧洲师范教育杂志》1983,6(1):71-77

Against a background of working with a cross‐cultural educational research project in the Federal Republic of Germany the author identifies a number of the factors which form a barrier to full professional achievement by Italian teachers working with pupils of their own nationality in that country. Obstacles are found to exist on both sides of the cultural divide. Some of the difficulties encountered are analysed for both their theoretical and their practical implications and the author suggests some of the directions which effective multicultural education must take.  相似文献   

Handbuch Bewegungswissenschaft — Bewegungslehre     

Heinz Mechling  Jörn Munzert  Rilo Pöhlmann 《Sportwissenschaft》2004,34(2):231-236

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5. Hans D?bert/Christian Ernst (Hrsg.): Schule und Qualit?t
Hohengehren: Schneider 2001. 212 S. Preis: € 12,30     

Heinz Günter Holtappels 《Zeitschrift für Erziehungswissenschaft》2002,5(4):695

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IV. Weltkongreß der Internationalen Gesellschaft für Sportpsychologie vom 3.–9. 10. 1977 in Prag     

H. Mechling 《Sportwissenschaft》1977,7(4):422-425

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Phoneme awareness and pathways into literacy: A comparison of German and American children     

Mann  Virginia  Wimmer  Heinz 《Reading and writing》2002,15(7-8):653-682

Where American kindergartners are taughtletters and letter sounds, Germankindergartners are not; where American firstand second graders receive an eclectic blend ofwhole language, whole word and phonics-basedapproaches, their German counterparts aretaught by an intensive synthetic phonicsapproach. As a probe to the consequences ofthese pedagogical differences on the emergenceof phoneme awareness, this study administeredtwo tests of phoneme awareness tokindergarten-, first- and second-grade childrenin Germany and America, along with readingtests, the digit span test and a test of RANcolor naming ability. The American kindergartenchildren excelled on a phoneme identityjudgement and a phoneme deletion task that theGerman kindergartners found difficult. Theiradvantage held equally whether the manipulatedsound was a syllable onset or the initial partof a consonant cluster. The first and secondgraders surpassed the kindergartners in bothcountries; however, the German first and secondgraders equaled their American peers on bothtasks and both types of units. In addition,the German children were more accurate decodersof pseudowords by the end of second grade, andthe association between phoneme awareness andGerman decoding ability was weaker. Anincreased emphasis on phonics and the greatertransparency of the German alphabet arediscussed as possible factors in the decodingexcellence of the German second graders and itsdecreased association with phoneme awareness.The contrast between the American and Germankindergartners and the equivalence of the firstand second graders in the two countries areconsistent with a view that phoneme awarenessdevelops primarily as a product of literacyexposure.  相似文献   

Implementation of knowledge management in organizations     

Katrin Winkler  Heinz Mandl 《Learning Inquiry》2007,1(1):71-81

In the context of learning implementation of new ideas e.g. knowledge management in organizations often is neglected. Concerning knowledge management measures we demonstrate its implementation in organizations. A theoretical framework was developed showing the necessary basic conditions for implementing knowledge management. Subsequently we integrate the framework into a process model illustrated by a case study.  相似文献   

3. Marion Becker-Richter/Edna Habel/Bernhard Rinke/Hans Georg Tegethoff: Evaluation von Studium und Lehre. Verfahren — Methoden — Erfahrungen     

Heinz Günter Holtappels 《Zeitschrift für Erziehungswissenschaft》2002,5(4):694-695

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An Account of a Teacher's Perspective on Learning and Teaching Mathematics: Implications for Teacher Development     

Ron Tzur  Martin A. Simon  Karen Heinz  Margaret Kinzel 《Journal of Mathematics Teacher Education》2001,4(3):227-254

This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account, we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that he believed made those components and connections transparent and attempted to elicit those connections from the students. This account illustrates a practice that is different both from traditional practice and the type of practice that we would envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education settings. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

REVIEW SYMPOSIUM     

Professor Bob Lingard  Karen Mundy  Philip Wexler  Heinz Sünker 《British Journal of Sociology of Education》2008,29(2):225-236

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Motivation and self‐regulated science learning in high‐achieving students: differences related to nation,gender, and grade‐level     

Min Tang  Heinz Neber 《High Ability Studies》2008,19(2):103-116

A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples.  相似文献