Entrepreneurial orientation in turbulent environments: The moderating role of absorptive capacity     

Andreas Engelen  Harald Kube  Susanne Schmidt  Tessa Christina Flatten 《Research Policy》2014

The literature on entrepreneurial orientation (EO) has confirmed the positive relationship between EO and firm performance and that relationship's dependence on several contingencies. The present study connects the resource-based view and its dynamic capability extension to introduce absorptive capacity (ACAP) as a moderator of the relationship between EO and firm performance. This theoretically derived research model is empirically validated using survey data from 219 small and medium-sized enterprises in Germany. Our empirical findings are that ACAP strengthens the EO–performance relationship in turbulent markets.  相似文献   

Analysing Multimodal Texts in Science—a Social Semiotic Perspective     

Wanselin  Hanna  Danielsson  Kristina  Wikman  Susanne 《Research in Science Education》2022,52(3):891-907

Research in Science Education - Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to...  相似文献   

The complex associations between scientific reasoning and advanced theory of mind     

Christopher Osterhaus  Susanne Koerber 《Child development》2023,94(1):e18-e42

This 6-wave longitudinal study (2014–2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abilities (0.39), mindreading skills (0.33), and parental education (0.36). In early elementary school, mindreading skills predicted scientific reasoning (0.15), but not vice versa; in late elementary school, bidirectional associations emerged (0.11–0.33). Our findings suggest that mindreading is a precursor for the development of scientific reasoning and that older children use scientific reasoning to revise their advanced theories of mind.  相似文献   

A strengthened teaching mission in preschool: teachers' experiences,beliefs and strategies     

Susanne Westman  Ulrika Bergmark 《International Journal of Early Years Education》2014,22(1):73-88

This paper aimed to explore how preschool teachers' experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its inherent ambiguity. The data consisted of written teacher responses and follow-up interviews. The findings showed a broad and multidimensional way of working with science and exploration in which embodied experiences and intertwined relationships were prominent. Teachers' notions of what constitutes scientific exploration and learning represent a combination of science as literacy and science as inquiry, emphasising democracy, aesthetics, experimentation and reflection. Being present and focusing children's relationship with the phenomena seem to be teachers' strategies of handling their strengthened teaching mission.  相似文献   

Improving reading in children with German as a first or second language     

Susanne Schwab  Barbara Gasteiger-Klicpera 《International Journal of Early Years Education》2014,22(2):210-222

The study Improving Language And Reading Skills (LARS) in children with German as a first or second language evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105 children. Fifty-five children belonged to the group that received the programme (LARS-group) and 50 children received traditional instruction (TI-group). The reading, spelling and language ability of each participating child were assessed before and after the programme period. The children of the LARS-group were supported over three months in terms of reading texts and completing the corresponding tasks. The texts and the tasks were adapted to the students' ability levels (three different ability levels: above average, average and below average level in reading). The results indicate that the learning outcomes for children in the LARS-classes were significantly higher for reading fluency and comprehension, but no effect was observed for language and spelling. The results suggest that the LARS programme was equally effective for children with German as a first or second language.  相似文献   

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios     

Susanne Pelger  Maria Larsson 《International Journal for Academic Development》2018,23(3):179-191

This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning.  相似文献   

Systematic educational change and teacher skill-building in developed and developing countries: the importance of teacher peer learning groups     

Susanne Owen  Dharma Palekahelu  Toar Sumakul  Eko Sekiyono  Gerald White 《Teacher Development》2018,22(4):447-463

Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning.  相似文献   

The relationship between physical activity,fitness, physical complaints and BMI in German adults – results of a longitudinal study     

Susanne A. Tittlbach  Darko Jekauc  Steffen C. E. Schmidt  Alexander Woll  Klaus Bös 《European Journal of Sport Science》2017,17(8):1090-1099

Objectives: This study’s aims were to describe the development of physical activity, physical fitness (PF), subjective (physical complaints (PC)) and objective (Body mass index (BMI)) health measures and to examine the relationship between the development trajectories. In addition, the study also aimed to assess the influence of sociodemographic determinants (age, sex, socioeconomic status (SES)) in German adults over a period of 18 years. Methods: The longitudinal study population comprises of 721 men and women, aged 33–76 years over the study period. There was self-report of physical activity and PC and testing of physical fitness and BMI in each study year (1992, 1997, 2002 and 2010). Latent growth curve models were used to analyse the development. Results: Physical activity slightly increased while fitness, PC and BMI worsened over the course of 18 years. Sex, age and SES play important roles concerning physical activity, fitness and health. Several integrative associations could be detected between physical activity, fitness, PC and BMI as well as their trajectories. In particular, high initial levels of physical activity and fitness protect from high PC and BMI.The slope of physical activity was not significantly associated with slopes of fitness, PC and BMI. However, increase of fitness resulted in decrease of PC. Conclusions: A general positive development regarding the amount of physical activity could be detected. However, if it is only an unsystematic increase of physical activity, this is not in itself enough to achieve health benefits. The strengthening of fitness should be focused when increasing physical activity, since only then a health benefit is possible.  相似文献