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11.
Uta Andrea Balbier 《国际体育史杂志》2013,30(6):955-956
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Roloff Janina Kirstges Janine Grund Simon Klusmann Uta 《Educational Psychology Review》2022,34(3):1613-1650
Educational Psychology Review - Teachers’ burnout has severe consequences for themselves and their students. The identification of factors related to burnout can provide valuable information... 相似文献
13.
Christoph Gollmick und Uta St?rl 《Informatik - Forschung und Entwicklung》2002,17(4):157-166
Zusammenfassung. Die st?ndig wachsende Menge der in Datenbanksystemen verwalteten Daten und steigende Verfügbarkeitsanforderungen verlangen
die Entwicklung immer schnellerer und effizienterer Backup- und Re-covery-Verfahren. Die Ausnutzung von Parallelit?t beim
Backup und Restore ist dabei einer von verschiedenen “intelligenten” L?sungsans?tzen, die nicht allein auf schnellere Hardware
setzen, sondern helfen, eine bestehende Infrastruktur optimal auszunutzen. Der Beitrag stellt ein Puffer-Proze?-Modell vor,
mit dessen Hilfe parallele Backup- und Restore-Algorithmen systematisch abgeleitet werden k?nnen. Eine definierte Auswahl
von Algorithmen wird anhand praxisbezogener Kriterien bewertet und klassifiziert (inklusive Einordnung der wichtigsten DBMS-Produkte).
Me?ergebnisse prototypisch implementierter Algorithmen schlie?lich belegen die Anwendbarkeit des Puffer-Proze?-Modells zur
Implementierung effizienter paralleler Backup- und Restore-Algorithmen.
Eingegangen am 31. Januar 2002 / Angenommen am 5. Juli 2002 相似文献
14.
Uta Hussong-Christian Kerri Goergen-Doll 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):319-335
Oregon State University Libraries piloted a one-year interlibrary loan purchase on demand service beginning in February 2009. An online survey was used to measure patron satisfaction and determine future borrowing and recommendation behavior. These results, along with patron comments, were used to explore future success of the service and ways to enhance the permanent service. Results provide context for the success of purchase-on-demand programs and support the development of innovative tools that increase the efficiency of purchase-on-demand workflow. Oregon State University Libraries permanently adopted the successful service and is working to incorporate patron input on purchase decisions. 相似文献
15.
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale 总被引：3，自引：0，他引：3
Helen M.G. Watt Paul W. Richardson Uta Klusmann Mareike Kunter Beate Beyer Ulrich Trautwein Jürgen Baumert 《Teaching and Teacher Education》2012
Motivations for preservice teachers' choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was initially developed and validated in the Australian context; our study applied it across international samples from Australia, the United States, Germany, and Norway. Support for strong factorial invariance implied the scale functioned similarly, and could fruitfully be employed in different contexts. Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences. 相似文献
16.
Uta Papen 《Ethnography and Education》2018,13(1):119-134
This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning. 相似文献
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18.
Uta Frith 《Annals of dyslexia》1986,36(1):67-81
There are surprisingly few theories of the normal development of literacy that take into account the different cognitive processes
underlying reading and spelling skills. The present framework suggests three phases, corresponding to the acquisition of logographic,
alphabetic, and, finally, orthographic skills. At each phase, a new skill is introduced with either reading (input processes)
or writing (output processes) acting as pacemaker. This stepwise progress is driven by a certain opposition between reading
and writing processes. At any of the critical points where a new step has to be taken, breakdown can occur. This will result
in different types of literacy disorder. However, the disorder will not only be characterized by the deficiency in a particular
skill, but also by compensatory skills which will inevitably develop. Only by using models of this type will we be able to
achieve a properly developmental perspective for developmental dyslexia. 相似文献
19.
Uta Papen 《Literacy》2020,54(1):3-10
This paper presents findings from a collaborative project on critical visual literacy in primary schools. In the project, we (a researcher and a teacher) implemented a series of picture book discussions with children in years 5 and 6. Our first aim was to develop the children's ability to analyse the visual images in picture books and how authors/illustrators use these, together with writing, to communicate specific ideas. The second aim was to promote a dialogic lesson in which the children would lead the talk. In the paper, I discuss the challenges we faced in reaching our aims. My data include observation notes and audio recordings of the sessions and of discussions with the children. In the analysis, I examine the roles we took on, for example, as extenders and clarifiers of the children's talk. However, unbeknown to us at the start, our two project aims turned out to be in conflict with each other. While the children enjoyed looking closely at the pictures and discussing the books' possible meanings, without repeated questions and prompts, they focused on the book as story not on how it was constructed by the author and illustrator. This required a more teacher‐focused approach than what we had planned. 相似文献
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Dr. des. Dirk Richter M.A. Prof. Dr. Mareike Kunter Prof. Dr. Oliver Lüdtke Prof. Dr. Uta Klusmann Prof. Dr. Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2011,14(1):35-59
This study investigates the support that novice teachers receive from their mentors and peers during the teacher induction phase in Germany. It examines the relationship between the support of these two groups and the development of new teachers’ professional competencies. The sample comprises 551 novice teachers in mathematics, who were surveyed twice within one year during their induction period. Results show that both mentors and peers are perceived as providing important support, but that the two groups support different aspects of teaching competencies. Structural equation models indicate that informational and emotional support provided by mentors is associated with an increase in the teachers’ self-efficacy beliefs and a decline in their emotional exhaustion, whereas the support of peers has both positive and negative effects. 相似文献