Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training     

Robbert Smit  Holger Weitzel  Robert Blank  Florian Rietz  Josiane Tardent  Nicolas Robin 《Research in Science & Technological Education》2017,35(4):477-499

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Risk factors and mechanisms of technology and insignia copying—A first empirical approach     

Florian Berger  Knut Blind  Alexander Cuntz 《Research Policy》2012,41(2):376-390

This paper examines the relationship between a firm's strategic framework and business environment and the probability of becoming the target of “copying”, differentiated into (i) unauthorized reproduction of its technological product elements or insignia, and (ii) patent and trademark infringement. Based on bivariate and multivariate analyses of survey data, we show patterns of the links between being (legally or illegally) imitated and IP protection (e.g., defensive publishing), general strategy (e.g., selling products abroad or off-shoring R&D activities) and organizational factors (e.g., firm size). Management implications for successful strategies against the different types of being copied are derived.  相似文献   

The inclusive practice project in Scotland: Teacher education for inclusive education   总被引：2，自引：0，他引：2  

Lani Florian  Martyn Rouse 《Teaching and Teacher Education》2009

While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of ‘inclusive practice’, followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.  相似文献   

Inklusion in Bewegung     

Dr. Florian Pochstein 《Sportwissenschaft》2015,45(4):200-201

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Erratum zu: Weiterbildungsbeteiligung ‒ Ursachen unterschiedlicher Teilnahmequoten in verschiedenen Datenquellen     

Merlind Eisermann  Dr. Florian Janik  Dr. Thomas Kruppe 《Zeitschrift für Erziehungswissenschaft》2014,17(4):763-763

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Content Analysis of Mediated Associations: An Automated Text-Analytic Approach     

Florian Arendt  Narin Karadas 《Communication methods and measures》2017,11(2):105-120

Due to the fact that mediated associations are a central aspect of many mass communication theories, their measurement is of central interest for communication research. Mediated associations are defined as the repeated pairing of an object (e.g., social group, political party) with specific attributes (e.g., crime, economy). In this article, we introduce a recently developed, automated text-analytic technique. We present an application of this method in the media stereotyping domain via the content analysis of German news coverage of Islam. As predicted, the analysis revealed substantial mediated associations between Islam-related concepts and violence (e.g., “Koran + violence”), terror (e.g., “Islam + terror”), dehumanization (e.g., “Muslims + animal-related terms”), and general negativity (valence). We discuss the promises and pitfalls of this method, make software suggestions, and provide application-related information for speedy dissemination in communication research.  相似文献   

Informed Grounded Theory     

Florian Waldow 《Scandinavian Journal of Educational Research》2013,57(3):243-258

The relationship between education and the economy is a basic component of the educational policy‐making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 1930–2000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schön) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co‐operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit.  相似文献   

Student Teachers’ Understanding of the Terminology, Distribution, and Loss of Biodiversity: Perspectives from a Biodiversity Hotspot and an Industrialized Country     

Florian Fiebelkorn  Susanne Menzel 《Research in Science Education》2013,43(4):1593-1615

The loss of biodiversity is one of the most urgent global environmental problems of our time. Public education and awareness building is key to successful biodiversity protection. Knowledgeable and skilled student teachers are a key component for the successful implementation of biodiversity education in schools. Yet, little empirical evidence exists on teachers’ detailed understanding of biodiversity. This study aimed to assess student teachers’ conceptions of the terminology as well as their understanding of the distribution and loss of biodiversity. Data were collected from a qualitative in-depth interview study of student biology teachers from Costa Rica and Germany (n?=?24). Both verbal and visual methods were used to elicit responses. The results show that participants from both countries equated biodiversity with species diversity and had misconceptions about genetic diversity. Costa Rican student teachers seemed to have a more local perspective on biodiversity and unanimously described their local biodiversity as high, and under threat. In contrast, German teachers showed a more global view and were mostly uncertain about the level and threat status of local biodiversity. Prevailing associations explaining the global distribution and loss of biodiversity were heavily based on everyday assumptions, such as the presence/absence of humans, cities, and industries. Additionally, the transnational character of many of the socioeconomic drivers causing biodiversity loss was largely neglected. Although most participants were unfamiliar with the scientific concept of biodiversity hotspots, they implicitly used a naive biodiversity hotspots concept to explain the distribution and loss of global biodiversity. The results are discussed in terms of the educational implications.  相似文献   

The Rivalry of Nonverbal Cues on the Perception of Politicians by Television Viewers     

Florian Haumer M.A.  Wolfgang Donsbach Ph.D. 《广播与电子媒介杂志》2013,57(2):262-279

The current study examines how a politician's “active” or “passive” nonverbal behavior can influence recipients' perception of his/her image in TV talk shows. In addition, the effects of different host and studio audience reaction shots towards the politician were analyzed. To do so, an experiment with a 2 × 3 × 3 factorial design was conducted (n = 356). The stimulus material was produced in a TV studio. The results indicate a clear influence of a politician's nonverbal behavior style and the TV host's nonverbal reactions on the recipients' image-perception.  相似文献   

Classroom teachers’ craft knowledge of their inclusive practice     

Kristine Black-Hawkins  Lani Florian 《Teachers and Teaching》2013,19(5):567-584

Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meet the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored.  相似文献