Exzellenz durch Internationalität     

Roland Bloch  Alexander Mitterle  Tobias Peter 《Zeitschrift für Erziehungswissenschaft》2016,19(4):727-744

Like excellence, internationality has evolved into a key concept for German universities. This article reconstructs the manifold genesis of internationality as a principle for stratificatory claims on the basis of science policy documents. At the levels of student exchange, researcher mobility, and university cooperation, three changes are elaborated upon: the transition from the medieval universitas of the nationes to the national university, the increasing competitive orientation of a concept of internationality based on cooperation and cultural exchange, and the transformation of internationality under the auspices of excellence. At the same time, it will be shown how international understanding, exchange, and competition as guiding principles of an internationalization discourse are enacted differently in varying historical contexts. It will be demonstrated that internationality as a sign of excellence becomes a strategy for universities to position themselves as superior in their respective fields.  相似文献   

Research Experience as a Component of Science and Mathematics Teacher Preparation     

Raphael  Jacqueline  Tobias  Sheila  Greenberg  Richard 《Journal of Science Teacher Education》1999,10(2):147-158

Journal of Science Teacher Education -  相似文献   

The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes     

Nikola Golenhofen  Felix Heindl  Claudia Grab-Kroll  David A.C. Messerer  Tobias M. Böckers  Anja Böckers 《Anatomical sciences education》2020,13(1):8-18

Hand-held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m-learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m-learning devices. This observational study presents an anatomy m-learning tool (eMed-App), an application developed to accompany an anatomy seminar and support medical students' self-directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed-App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed-App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed-App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high-performing ones, made use of the eMed-App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy.  相似文献   

论B2B反向拍卖采购模式的选择     

丁志刚 《科技管理研究》2005,25(5):154-156,149

B2B在线反向拍卖作为一个有发展前途的重要的电子采购工具已经出现,目前的研究主要停留在案例分析上,迄今为止还没有人运用模型来系统的评估反向拍卖决策。本文填补了这方面的空白,提出了基于层次分析法的整数规划模型,通过该模型决策者可以评估运用反向拍卖技术是否是成本节约的和有效的。  相似文献   

Teaching high school science using image processing: A case study of implementation of computer technology     

Richard Greenberg  Jacqueline Raphael  Jill L. Keller  Sheila Tobias 《科学教学研究杂志》1998,35(3):297-327

An in-depth case study of teachers' use of image processing (a state-of-the-art computer technology used by research scientists) in biology, earth science, and physics classes within one high school science department explored issues surrounding technology implementation. The study, conducted within a districtwide, schoolwide, and classroom context, explored four areas related to the teacher's adoption of image processing: (a) teachers' background with computers outside of instructional use, (b) teachers' attitudes toward educational technology and insights gained from their experience using computers within the science curriculum, (c) training and perceived influence of district and school administrators, and (d) teachers' classroom and computer lab practices. The following factors were deemed critical in teachers' decision to use or not use image processing with their students: (a) time to thoroughly explore and master the technology so they could use it with students to explore science concepts; (b) classroom management skills specific to technology use; (c) perception of the teaching value of the technology; (d) perception of the reasonableness of administrators' expectations for technology use; and (e) understanding of how to implement inquiry-based science teaching, independent of technology issues. These factors have implications for how to help teachers use computer technology to teach high school science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 297–327, 1998.  相似文献   

Transition to school: The role of kindergarten children's behavior regulation     

Antje von Suchodoletz  Gisela Trommsdorff  Tobias Heikamp  Frank Wieber  Peter M. Gollwitzer   《Learning and individual differences》2009,19(4):561-566

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Dynamic assessment and its potential for the assessment of reading competence     

Tobias Dörfler  Stefanie Golke  Cordula Artelt 《Studies in Educational Evaluation》2009,35(2-3):77-82

This article describes the approach of dynamic assessment, focusing on general approaches as well as specific constraints for the assessment of reading competence. Starting with an overview of the literature on dynamic assessments within educational research, the framework of dynamic assessment in which the current level of competence and (domain-specific) learning ability are assessed, is discussed with regards to its methodological and diagnostic implications.Reading competence is introduced as a domain in which interventions prove successful, and as a domain principally suitable for the assessment of learning ability. Furthermore, it is discussed whether elaborated feedback given within the procedure of reading competence assessment does uncover a learning ability which is specific to the domain of reading competence or not.  相似文献   

Epistemological beliefs and epistemic strategies in self-regulated learning     

Tobias Richter  Sebastian Schmid 《Metacognition and Learning》2010,5(1):47-65

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables. Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view. In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning. In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked to epistemological attitudes and beliefs.  相似文献   

Does local dynamic stability of kayak paddling technique affect the sports performance? A pilot study     

Daniel Hamacher  Tobias Krebs  Guido Meyer  Astrid Zech 《European Journal of Sport Science》2018,18(4):491-496

During competition, kayak athletes must optimally adapt to environmental factors (e.g. wind, waves) to achieve peak performance. However, the ability to adapt to such perturbations has never been assessed in kayak paddling. Therefore, the aim of the current study was to evaluate the local dynamic stability in sports technique of youth sprint kayak athletes. In a cross-sectional study, 14 healthy male athletes were recruited from an elite youth sprint kayak squad. During an incremental kayak ergometer test, mean power, heart rates and local dynamic technique stability of hands, arms, trunk and paddle were registered and the association with the athletes 2000?m free-water times were estimated using mixed models. The 2000?m free-water performance significantly predicted the paddles (p?=?.037) local dynamic stability whereas no association was found for the trunk or the upper extremity kinematics. In conclusion, kayak athletes with high-performance capability over 2000?m paddling depict high local dynamic technique stability. This emphasizes the importance of a stable technique for advanced kayak skills, especially regarding paddling movements.  相似文献   

Anonymous body or first patient? A status report and needs assessment regarding the personalization of donors in dissection courses in German,Austrian, and Swiss Medical Schools          下载免费PDF全文

Friederike Hasselblatt  David A.C. Messerer  Oliver Keis  Tobias M. Böckers  Anja Böckers 《Anatomical sciences education》2018,11(3):282-293

Many Anglo‐American universities have undertaken a paradigm shift in how the dissection of human material is approached, such that students are encouraged to learn about the lives of body donors, and to respectfully “personalize” them as human beings, rather than treating the specimens as anonymous cadavers. For the purposes of this study, this provision of limited personal information regarding the life of a body donor will be referred to as “personalization” of body donors. At this time, it is unknown whether this paradigm shift in the personalization of body donors can be translated into the German‐speaking world. A shift from donor anonymity to donor personalization could strengthen students' perception of the donor as a “first patient,” and thereby reinforce their ability to empathize with their future patients. Therefore, this study aimed to collect data about the current status of donation practices at German‐speaking anatomy departments (n = 44) and to describe the opinions of anatomy departments, students (n = 366), and donors (n = 227) about possible donor personalization in medical education. Anatomy departments in Germany, Austria, and Switzerland were invited to participate in an online questionnaire. One‐tenth of registered donors at Ulm University were randomly selected and received a questionnaire (20 items, yes‐no questions) by mail. Students at the University of Ulm were also surveyed at the end of the dissection course (31 items, six‐point Likert‐scale). The majority of students were interested in receiving additional information about their donors (78.1%). A majority of donors also supported the anonymous disclosure of information about their medical history (92.5%). However, this information is only available in about 28% of the departments surveyed and is communicated to the students only irregularly. Overall, 78% of anatomy departments were not in favor of undertaking donor personalization. The results appear to reflect traditional attitudes among anatomy departments. However, since students clearly preferred receiving additional donor information, and most donors expressed a willingness to provide this information, one could argue that a change in attitudes is necessary. To do so, official recommendations for a limited, anonymous personalization of donated cadaveric specimens might be necessary. Anat Sci Educ 11: 282–293. © 2017 American Association of Anatomists.  相似文献