Values education and student satisfaction: German business students' perceptions of universities' value influences     

Dirk C. Moosmayer  Florian U. Siems 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):257-272

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.  相似文献   

Inquiring scaffolds in laboratory tasks: an instance of a “worked laboratory guide effect”?     

Florian Schmidt-Borcherding  Martin Hänze  Rita Wodzinski  Karsten Rincke 《European Journal of Psychology of Education - EJPE》2013,28(4):1381-1395

The study explores if established support devices for paper–pencil problem solving, namely worked examples and incremental scaffolds, are applicable to laboratory tasks. N?=?173 grade eight students solved in dyads a physics laboratory task in one of three conditions. In condition A (unguided problem solving), students were asked to determine the mass of an unknown object by applying Hooke’s law. In condition B (laboratory guide), students received a guide which instructed and explained each solution step. In condition C (incremental scaffolds), the solution steps were presented incrementally on learner demand and were preceded by strategic prompts. Dependent variables were learning outcomes (solution, retention, knowledge) and motivational learning experiences (basic needs, situational interest, deeper level processing). The laboratory guide (B) led to better learning outcomes (d?=?0.42) but lower motivation (d?>?0.38) compared to unguided problem solving (A). Incremental scaffolds (C) led to higher motivation (d?>?0.44) but similar learning outcomes compared to a laboratory guide.  相似文献   

Adventure-based experiential therapy with inpatients in child and adolescent psychiatry: an approach to practicability and evaluation     

Florian Eckstein  Ulrich Rüth 《Journal of Adventure Education & Outdoor Learning》2013,13(1):53-63

This article examines the use of adventure-based experiential therapy (AET) with child and adolescent psychiatry inpatients. AET environments, indications, practicality, therapeutic effects and research are outlined and clinical findings are reported. Activities such as rock-climbing, exploring a creek and caving are discussed and the limitations of AET in the hospital setting are addressed. AET activities range from leisure-time activities and activities that facilitate change to actual therapeutic work. Case studies showing the effects on individuals and groups, with and without specific processing of the activity, are surveyed and the similarities to mentalization-based psychotherapy are touched upon. Possible future research directions are suggested. As AET treatments are not commonly discussed in child and adolescent psychiatry, this article seeks to be a catalyst for further discussion and research.  相似文献   

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all     

Lani Florian  Holly Linklater 《Cambridge Journal of Education》2010,40(4):369-386

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.  相似文献   

„Sport und Bewegung vermitteln“ 20. Jahrestagung der dvs-Sektion Sportpädagogik     

Florian Krick 《Sportwissenschaft》2006,36(4):475-479

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Editorial     

Lani Florian 《Journal of Research in Special Educational Needs》2001,1(2)

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Weiterbildungsbeteiligung – Ursachen unterschiedlicher Teilnahmequoten in verschiedenen Datenquellen     

Merlind Eisermann  Dr. Florian Janik  Dr. Thomas Kruppe 《Zeitschrift für Erziehungswissenschaft》2014,17(3):473-495

The scientific and political interest concerning the topic of further education increases more and more. That is the reason why nowadays many surveys collect information on the determinants of the participation in further education. However, the results of those surveys differ strongly. This raises the question about the actual magnitude of the participation in further education. This article reveals differences and similarities of four individual and household surveys which are compared in regard to their questions concerning further education: the Adult Education Survey, the BIBB/BAuA-Workers’ Survey, the German Microcensus and the German Socio-Economic Panel. Additionally, own calculations are performed in order to examine whether the results converge if a similar basis for the comparison is used in all four mentioned data sources. The interrogation process for informal further education as well as the overall relevance of further education in the survey and hence its scope und detailing of the questions play an important role in the comparison and for the attempt to minimize the differences.  相似文献   

The History of Research in Genetics,Development, and Evolution     

Florian Stern 《Science & Education》2018,27(7-8):825-828

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Werkstätten des Wissens zwischen Renaissance und Aufklärung,     

Florian Ehrensperger 《Cataloging & classification quarterly》2018,56(1):110-112

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Inclusion in sport: disability and participation     

Florian Kiuppis 《Sport in Society》2018,21(1):4-21

Abstract

For the last couple of decades UNESCO has aimed to achieve to a far extent the implementation of the guiding principle of inclusion at all levels in education systems worldwide. The idea that countries ‘should ensure an inclusive education system at all levels’ is also a central objective of the UN Convention on the Rights of Persons with Disabilities. This Introduction to the Special Issue explores what participation as an aspect of inclusion means in general, and realistically can mean in sport and quality physical education in particular. Sport is introduced as a context in which, unlike in education, the individual choice of a sporting activity on a spectrum ranging from separate activities for persons with disabilities to modified activities designed for all makes it necessary to attribute each approach equal importance and validity instead of discrediting segregated structures and glorifying supposedly inclusive ones.  相似文献