2. Jürgen Oelkers (Hrsg.): Zukunftsfragen der Bildung. 43. Beiheft der Zeitschrift für Pädagogik     

Johannes?BellmannEmail author 《Zeitschrift für Erziehungswissenschaft》2002,5(2):347-349

Ohne Zusammenfassung  相似文献   

Körperutopien     

Volker Caysa  Johannes Verch 《Sportwissenschaft》2004,34(3):355-358

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ESSENTIAL ELEMENTS IN ENGINEERING EDUCATION∗     

Johannes Moe 《European Journal of Engineering Education》1977,2(3):185-191

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Learning subtraction in a special school: A self-in-structional training strategy for educable mentally retarded children with arithmetic deficits     

Johannes E. H. van Luit  Geerdine M. van der Aalsvoort 《Instructional Science》1985,14(2):179-189

The effect of self-instruction in solving subtraction problems was investigated in four children with arithmetic deficits in a special school for educable mentally retarded children. The children were trained individually to use self-instruction in solving subtraction problems with renaming. At the end of the training all four children had improved in solving subtraction problems. Follow-up probes, taken three months after the training had ended, showed that the effect was maintained.  相似文献   

Designing the Auditor: A Prototype of Locative Radio with Original Sound Content     

Lars Nyre  Jon Hoem  Bjørnar Tessem  Johannes Ringheim 《Journal of Radio & Audio Media》2017,24(1):90-110

Location-based sound media are similar to traditional radio in that they rely on communication in sound alone. The smartphone has GPS and Bluetooth, and it is easy to attach sound to locations like a rail station, a neighborhood, or a street. The research team designed a media prototype, Auditor, and produced a soundscape called “The Railroad Dialogues.” The medium and content were tested in a field trial with 42 young, urban headphone listeners. The article reports on the informants’ level of immersion in the sound content and interface, and considers their potential to supplement radio in the future.  相似文献   

Postmodernity and its clowns     

Johannes Drerup 《Educational Philosophy and Theory》2018,50(14):1358-1359

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Effectiveness of the Clinical Supervision Strategy as a Tool for Improving Teaching Quality: Perceptions of South African School-Based Managers and Educators     

Austin Musundire  Johannes M. Dreyer 《Africa Education Review》2019,16(2):109-125

Research was undertaken to find ways of resolving implementation challenges of supervision and evaluation systems by examining the perceptions of South African school-based managers and educators regarding the effectiveness of the clinical supervision strategy as a tool for improving the quality of teaching in compliance with the total quality management (TQM) principle of empowerment as related to the integrated quality management system (IQMS). The article reports on part of the findings of a formal study designed to investigate the effectiveness of the developmental supervision model as a tool for improving the quality of teaching in Gauteng, South Africa The findings from using a mixed method approach, comprising a quantitative phase in the form of questionnaires and a qualitative phase in the form of three focus group interviews, indicated that the clinical supervision strategy complied with the TQM principle of empowerment, which was perceived to have a positive influence on the quality of teaching. In contrast, the IQMS evaluation process was perceived to lack compliance with empowerment due to characteristics related to the traditional inspection approaches to professional development.  相似文献   

The Marae-based Hui: Intensive induction to cross-cultural counselling,a New Zealand experiment     

Johannes F. Everts 《International journal for the advancement of counseling》1988,11(2):97-104

A three-day residential Hui or gathering was held for counsellor trainees in the Maori tribal village, the Marae. Its aim was to provide an induction to Maori culture and Marae protocol, to challenge trainee assumptions and their professional role image, and to integrate their group at the outset of the training course. Trainees learned protocol through personal participation, received presentations on selected topics, carried out field visits, and discussed the implications of their experience. Questionnaire responses and observations indicate a marked increase in knowledge, beginning protocol competence, attitude development, and a specification of further training goals. The rationale for this kind of intensive induction experience must be validated by comparative studies, and by its integration with subsequent training activities.  相似文献   

Blaming and Framing the Family: Urban Schools and School Officials Talk of Neglecting Parents     

Ylva Odenbring  Thomas Johansson  Johannes Lunneblad 《The Urban Review》2016,48(3):484-498

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Localizing the development of ability differences in organized memory     

Mark L. Howe  Julia T. O'Sullivan  Charles J. Brainerd  Johannes Kingma 《Contemporary educational psychology》1989,14(4)

Although it is well know that learning disabled children tend to perform more poorly than normally achieving children on most memory tasks, the basis of this poor performance remains unclear. Recently, evidence has been accumulating which suggests that disabled children have difficulty with the basic processes of storage and retrieval. The purpose of the present research was to investigate this hypothesis using a recently developed model of memory that provides a factoring procedure for measuring storage and retrieval processes. In particular, we were interested in localizing the source of the development of ability differences in organized recall in early (grade 2) and later (grade 6) elementary school. All of the 600 children who participated had measured IQs in the 97–107 range; however, the disabled students were at least 1 year behind in either reading or arithmetic but not both. All of the children learned a 16-item list that was either unrelated or categorized using either a free or cued recall procedure. The results indicated that while ability differences were present at storage and retrieval, differences tended to be larger at retrieval than at storage, on categorized rather than on uncategorized lists, and in the cued rather than in the free recall conditions. These results illustrate that the ability to execute purposive components of retrieval develops more slowly in disabled than in nondisabled children. Consequently, it is these processes that should be the primary target in remedial memory programs.  相似文献