"Dasselbe Studium"? Vielfalt und Gleichheit im Hochschulrecht     

Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(2):45-49

Die Diversifikation der Studien hat die Möglichkeiten für Mehrfachstudien und Zusatzqualifikationen erweitert. Gleichzeitig haben sich damit die Möglichkeiten für das Sammeln akademischer Grade ohne Erbringung von Leistungen erweitert. Die folgende Untersuchung geht der Frage nach, wie auf Grund studienrechtlicher und verwaltungsverfahrensrechtlicher Regelungen sichergestellt ist, dass der Erwerb von Zusatzqualifikationen ermöglich und der Missbrauch verhindert wird.  相似文献   

Toward a philosophy of discovery: Friedrich Steinle’s exploratory experiments     

Lambert  Kevin 《Metascience》2017,26(2):297-302

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What is the problem in problem-based learning in higher education mathematics     

Bettina Dahl 《European Journal of Engineering Education》2018,43(1):112-125

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.  相似文献   

Working memory for color in honeybees     

Michael F. Brown  Daniel Mckeon  Timothy Curley  Brian Weston  Constance Lambert  Brian Lebowitz 《Learning & behavior》1998,26(3):264-271

Honeybees were tested in delayed conditional discrimination procedures (matching-to-sample and nonmatching-to-sample), using color stimuli presented on a video monitor. A small but reliable tendency to choose the color presented as the conditional cue was found, regardless of whether the contingencies reinforced or discouraged this tendency. The perseverative tendency occurred even with a delay of up to 1–2 min between the conditional cue and the choice. The tendency cannot be explained by changes in the associative value of the colors. Explanation of the results requires some form of working memory for color.  相似文献   

Cultural Issues Related to Transnational Open and Distance Learning in Universities: A European Problem?     

Jef Van den Branden  & José Lambert 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(3):251-260

Open and Distance Learning (ODL) is much more than a didactic or technological issue. On the basis of contemporary approaches to culture, it is both an agent and a barometer of culture: culture influences the appearances, models and contents of ODL, but is influenced itself as well by the ODL phenomenon. Illustration of the point is made through an analysis of the historic roots of ODL in comparison with Europe's contemporary transnational and technology based ODL. The analysis results in an agenda for important cultural issues, such as the institutional character of ODL, its contribution to Europe's competitiveness, the shaping of a European citizenship, and the nature of European ODL in terms of its cultural barriers and cultural assets. The ambiguity of culture typically emerges when looking at language. European transnational, and especially technology based ODL, may be hindered by the multilingual societies of Europe, and remain so as long as language policies are imposed. It is advocated that language policies be replaced with language management, applied in a creative way (eg, by implementing appropriate technical solutions). The final question examined here, is whether these problems and solutions are particular to Europe, or whether there are good reasons for acknowledging the cultural origins, barriers and assets of a wider ODL model.  相似文献   

Online community information seeking: The queries of three communities in Southwestern Ontario     

Frank Lambert 《Information processing & management》2010

This paper presents not only mycommunityinfo.ca (MCI) as an innovative World Wide Web (WWW)-based community information (CI) site, but also how its unique approach to facilitating online CI searching on the Web reveals through empirical data how people use such information and communication technologies (ICTs) to address their everyday information needs. The geographic focus for this study is on three communities in Southwestern Ontario. MCI collects unobtrusively query data that are logged daily from its own Web site, the Web sites of three municipal governments, and one municipal agency from this region. One year’s worth of these data was supplied to determine the types of CI that are sought through Web searching. A content analysis of a large purposive sample of all of MCI’s query data reveals more specific and diverse conceptual CI needs between and within communities than those reported in other studies employing different data collection methods. As a result, using a centralized approach to online CI access via the WWW by other CI providers such as the 211 network may be a disservice to its users. Additionally, the findings demonstrate how a thorough analysis of such data may improve the informational content and overall design of municipal government Web sites. The analysis of these data also has the potential of improving current CI taxonomies.  相似文献   

Translating evidence‐based practice into a comprehensive educational model within an autism‐specific special school          下载免费PDF全文

Katy A. Lambert‐Lee  Rebecca Jones  Julie O'Sullivan  Richard P. Hastings  Emma Douglas‐Cobane  Esther Thomas J.  Carl Hughes  Gemma Griffith 《British Journal of Special Education》2015,42(1):69-86

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The Relationship Between Teacher Beliefs and Practices, and Head Start Classroom Quality     

Frances McCarty  Martha Abbott-Shim  Richard Lambert 《Early education and development》2001,12(2):225-238

Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.  相似文献   

II. MEASUREMENT ISSUES AND PSYCHOMETRIC METHODS IN DEVELOPMENTAL RESEARCH     

Richard G. Lambert  Lauren Nelson  Denise Brewer  Margaret Burchinal 《Monographs of the Society for Research in Child Development》2006,71(3):24-41

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How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention     

Bettina Müller  Tobias Richter  Ana Križan  Teresa Hecht  Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.  相似文献