ANVÄNDBARHETEN AV ESTETISKA BEDÖMNINGSTEST     

Av fil kand. Gösta Kåräng  och docent Carl Ivar Sandström 《Scandinavian Journal of Educational Research》2013,57(1):44-56

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THE MEDICAL LIBRARY ASSOCIATION     

Ruhräh J 《Bulletin of the Medical Library Association》1927,17(1):5-7

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Neuere Monographien zur Sportpsychologie     

H. Eberspächer 《Sportwissenschaft》1974,4(3):322-325

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Technical Secondary Schools and the Labour Market: some results from a tracer study in Kenya     

Anders Närman 《比较教育学》1988,24(1):19-35

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How do you make students learn more?     

Marko Ferjan 《International Journal of Lifelong Education》2013,32(3):184-191

This article deals with the system of professional and vocational education and training in secondary schools in the Republic of Slovenia. It presents a research project, conducted on a sample of Slovene businesses. The purpose of the research was to establish whether companies that employ secondary school graduates are satisfied with their knowledge. It also shows one way to increase the knowledge of students in schools.  相似文献   

Der Alpinismus     

Rainer Amstädter  Bernd Wedemeyer 《Sportwissenschaft》1999,29(2):257-258

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The History of Tuberculous Meningitis     

Ruhräh J 《Medical Library and Historical Journal》1904,2(3):160-165

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Phonological Working Memory of Children in Two German Special Schools     

Marcus Hasselhorn  Claudia Mähler 《International Journal of Disability, Development & Education》2007,54(2):225-244

In two studies, 10‐year‐olds from 2 German special schools as well as typically developing children of the same chronological age (CA controls) or the same mental age (MA controls) were compared on several aspects of working memory functions (i.e., size and input quality of the phonological store, speed and automatic activation of the subvocal rehearsal process). Results reveal that the children from the special schools reached the MA control but not the CA control children's level of non‐word repetition and also showed a statistically significant phonological similarity effect on memory span. These results were interpreted as evidence for a developmental lag in the functioning of the phonological store in these children. With regard to the subvocal rehearsal process, the results were mixed. While the children in the special schools outperformed the MA controls in speech rate, it was found that, in contrast to both control groups, they did not show any word‐length effect on memory span. This finding might be interpreted as evidence for a structural deficit impeding the automatic activation of the subvocal rehearsal process.  相似文献   

The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach          下载免费PDF全文

Isabelle Häfner  Barbara Flunger  Anna‐Lena Dicke  Hanna Gaspard  Brigitte M. Brisson  Benjamin Nagengast  Ulrich Trautwein 《Child development》2018,89(4):1405-1422

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.  相似文献   

Toward a modern concept of schooling: A case study on Hegel     

Ari Kivelä 《Educational Philosophy and Theory》2018,50(1):72-82

Georg Wilhelm Friedrich Hegel developed the concept of institutionalized education, which reflected public schooling and its legitimacy in the context of rapid transformation of European feudal societies to modern societies. The concept of school reflects the Hegelian theory of Bildung and the concept of modern society. What makes Hegel’s philosophy interesting is his conviction that the processes of Bildung can take place only in the context of social institutions and in the highly organized forms of human interaction regulated by those institutions. Hence the development of an individual, according to Hegel, depends exclusively on institutionalized forms of interaction. In modern society, pedagogical institutions have a specific function: on the one hand, schooling is essentially an institutional form of initiating the process of Bildung in which an individual acquires culture and applies it to life—a life which consequently becomes consciously led by an individual self; on the other, schooling is essentially a way for modern society to ensure its self-preservation by preparing the individual to respond to the demands of civic society so that she or he can take part in the economic production and reproduction of modern society.  相似文献