Grade der Schriftbeherrschung und subjektiver Lernerfolg bei Teilnehmenden an Alphabetisierungskursen     

Bernhard von Rosenbladt  Prof. Dres. Rainer H. Lehmann 《Zeitschrift für Erziehungswissenschaft》2013,16(1):55-77

Low literacy in the adult population has been subject of a broad range of studies in Germany in recent years. The main learning opportunities provided for low literates are courses where reading and writing skills are taught at a basic level. The outcome in terms of improved reading and writing capacity were not a focus of discussion by now. The article presents empirical data showing that there are positive though limited effects of participation in such courses. Additionally, participants’ subjective assessments of their learning achievements are provided. Implications of findings are discussed.  相似文献   

Evaluation of a Theory of Instructional Sequences for Physics Instruction     

Rainer Wackermann  Georg Trendel  Hans E. Fischer 《International Journal of Science Education》2013,35(7):963-985

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem‐solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory‐oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre‐treatment‐post design with non‐equivalent control group. Findings of repeated‐measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.  相似文献   

Physicalism, realism and education: A functionalist approach.     

Valina Rainer 《Educational Philosophy and Theory》1987,19(2):47-56

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Probleme und Lösungsansätze einer Lehr- und Forschungskonzeption für die Biomechanik des Sports     

Rainer Ballreich  Angela Kuhlow 《Sportwissenschaft》1980,10(3):252-281

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Introduction     

Rainer?Hohlfeld  Peter?N?tzoldt  Peter?Th.?WaltherEmail author 《Minerva》2004,42(4):323-331

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Empirische Bildungsforschung und evidenzbasierte Bildungspolitik     

Rainer Bromme  Manfred Prenzel  Michael Jäger 《Zeitschrift für Erziehungswissenschaft》2016,19(1):129-146

This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). Communicating empirical evidence is a precondition for any evidence based policy in education.  相似文献   

Book reviews     

Rainer H. Lehmann  Pierre Furter  Udo Bude  Gert Loose  Beate Buchwald 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(2):279-285

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A framework for career counseling     

Rainer Hujer 《Journal of Career Development》1993,19(4):281-288

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The impact of size and specialisation on universities’ department performance: A DEA analysis applied to Austrian universities     

Karl-Heinz Leitner  Julia Prikoszovits  Michaela Schaffhauser-Linzatti  Rainer Stowasser  Karin Wagner 《Higher Education》2007,53(4):517-538

This paper explores the performance efficiency of natural and technical science departments at Austrian universities using Data Envelopment Analysis (DEA). We present DEA as an alternative tool for benchmarking and ranking the assignment of decision-making units (organisations and organisational units). The method applies a multiple input and output variables approach, which is a clear advantage to other approaches using simple performance ratios. To deliver reasonable results, suitable input and output variables have been determined in a previous step using correlation analyses and OLS regression. The results validate the methods applied, and reveal performance differences and scale effects. The use of multiple output variables enables the revealing of detailed improvement or reduction amounts of each input and output of the evaluated units and furthermore for identifying the specialisation of teaching, research, and industrial cooperation. We find significant evidence that the size of a department influences its overall and specialisation performance; both small and large departments perform above average, which proves that simple linear scale effects do not exist.  相似文献   

Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition     

Rainer Bromme  Stephanie Pieschl  Elmar Stahl 《Metacognition and Learning》2010,5(1):7-26

Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question. In accordance with others (for example Muis 2007; Muis and Franco 2009) we conceive the COPES Model (Winne and Hadwin 1998) as an appropriate answer to the how question. Within that model, epistemological beliefs are conceptualized as ‘internal conditions of learning’ and they are embedded into recursive processes of self- regulation. With regard to the why question, we assume that EBs function as general ideas about knowledge for the apprehension of the content to be learnt. Such apprehension allows for the calibration of learning to different learning tasks. We review two clusters of studies on the preparatory and the enactment stages of learning testing this apprehension and calibration hypothesis.  相似文献