实践性知识与教师专业发展     

马克斯  范梅南 《北京大学教育评论》2008,6(1):1

教育研究界通常将中小学教师的知识结构分为"本体性知识"(学科知识)、"条件性知识"(教育学、心理学、学科教学法)和"实践性知识"三大类别。前两者因其相对高的确定性、普适性和可表达性,已得到重视和研究,而"实践性知识"因其不确定性、特殊性和缄默  相似文献   

Book reviews     

Werner Mauch  Birgit Brock-utne  Moira M. Walsh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):427-431

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Reviews     

Werner J. Dannhauser  Robert Weissberg 《Academic Questions》1999,12(4):87-94

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How critical thinking,multicultural education and teacher qualification affect anti-immigrant attitudes     

Mikael Hjerm  Lena Werner 《International Studies in Sociology of Education》2018,27(1):42-59

Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/ racism affects attitudes, but not when simultaneously controlling for teaching about critical thinking and religions/cultures. In terms of teacher qualification, we find that students in schools with a high proportion of certified teachers tend to have lower levels of anti-immigrant attitudes.  相似文献   

Creatine kinase,myosin heavy chains and magnetic resonance imaging after eccentric exercise     

Stephan Sorichter  Johannes Mair  Arnold Koller  Erich Muller  Christian Kremser  Werner Judmaier 《Journal of sports sciences》2013,31(9):687-691

The aim of this study was to examine the relationship between myosin heavy chain (MHC) release as a specific marker of slow-twitch muscle fibre breakdown and magnetic resonance imaging (MRI) of skeletal muscle injury after eccentric exercise. The effects of a single series of 70 high-intensity eccentric contractions of the quadriceps femoris muscle group (single leg) on plasma concentrations of creatine kinase and MHC fragments were assessed in 10 young male sport education trainees before and 1 and 4 days after exercise. To visualize muscle injury, MRI of the loaded thigh was performed before and 4 days after the eccentric exercise. All participants recorded an increase ( P ? 0.05) in creatine kinase after exercise. In five participants, T2 signal intensity was unchanged post-exercise compared with pre-exercise and MHC plasma concentration was normal; however, they showed an increase ( P ? 0.05) in creatine kinase after exercise. For the remaining five participants, there was an increase in T2 signal intensity of the loaded vastus intermedius and vastus lateralis. These changes in MRI were accompanied by an increase in MHC plasma concentration ( P ? 0.01) as well as an increase in creatine kinase ( P ? 0.01). We suggest that changes in MRI T2 signal intensity after muscle damage induced by eccentric exercise are closely related to damage to structurally bound contractile filaments of some muscle fibres. Additionally, MHC plasma release indicates that this damage affects not only fast-twitch fibres but also some slow-twitch fibres.  相似文献   

Activity profile of top-class association football referees in relation to performance in selected physical tests     

Javier Mallo  José-María García-Aranda  Bart Gilis  Werner Helsen 《Journal of sports sciences》2013,31(7):805-813

Abstract

The aims of the present study were (1) to analyse the physical demands of top-class referees and (2) to compare their official FIFA fitness test results with physical performance during a match. The work rate profiles of 11 international referees were assessed during 12 competitive matches at the 2003 FIFA Under-17 World Cup and then analysed using a bi-dimensional photogrammetric video analysis system based on direct lineal transformation (DLT) algorithms. In the first 15 min of matches, the referees were more active, performing more high-intensity exercise (P < 0.01) than in the first 15 min of the second half. During the second half of matches, the referees covered a shorter distance (P < 0.01), spent more time standing still (P < 0.05), and covered less ground cruising (P < 0.05), sprinting (P < 0.05), and moving backwards (P < 0.001) than in the first half. Also in the second 45 min, the distance of referees from infringements increased (P < 0.05) in the left attacking zone of the filed. There was also a decrease (P < 0.05) in performance in the period following the most high-intensity activity, compared with the mean for the 90 min. Time spent performing high-intensity activities during a match was not related to performance in the 12-min run (r ² = 0.30; P < 0.05), the 200-m sprint (r ² = 0.05; P < 0.05), or the 50-m sprint (r ² = 0.001; P < 0.05). The results of this study show that: (1) top-class referees experienced fatigue at different stages of the match, and (2) the typical field tests used by FIFA (two 50-m and 200-m sprints, followed by a 12-min run) are not correlated with match activities.  相似文献   

Differential Effects of Three Teachers Over a Unit of Instruction     

Judith E. Rink  Peter H. Werner  Richard C. Hohn  Dianne S. Ward  Helen M. Timmermans 《Research quarterly for exercise and sport》2013,84(2):132-138

The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit. Three intact middle school physical education classes were used. Pre- and posttests were administered for the overhead set, forearm pass, and serve psychomotor skills. A semantic differential test with four affective dimensions and a written test on the rules, strategies, and mechanics of volleyball were also administered pre- and posttest. Data on instructional characteristics were obtained using academic learning time (ALT-PE); observation system for content development (OSCD-PE), and a content analysis of lessons.

The following were key aspects of the results: (a) Teachers differed in their approaches to the content of the unit more than in the characteristics of their instruction as determined through observational data; (b) teachers differed in respect to the psychomotor skills for which they were able to produce statistically significant student gain; (c) the skill level of students played a major role in psychomotor outcomes; (d) affective measures started high and remained high from pre- to posttest with significant change occurring positively with the low-skilled in one measure; (d) cognitive learning was significant from pre- to posttest in rules and mechanics but not in strategies. Instructional characteristics, as described in this study, did not change from skill to skill, but student learning did. This led the authors to conclude that the instrumentation for instructional variables was not sensitive to differences in the way individual skills were handled by individual teachers.  相似文献   

Reading comprehension of immigrant students in Germany: research evidence on determinants and target points for intervention     

Alexandra E. Marx  Petra Stanat 《Reading and writing》2012,25(8):1929-1945

International studies, such as the Programme for International Student Assessment (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, 2006). Results from PISA indicate that Germany is among the countries with the most pronounced differences in reading comprehension between immigrant students and students from native families. The present article summarizes these findings and shows that the reading achievement gap persists even when the socioeconomic and educational background of students?? families are controlled. Furthermore, although controlling for background factors reduces the effect of the language spoken at home on reading, it continues to be substantial. Using these findings as a starting point, the article addresses the question of what should be done to close this gap. It summarizes research findings indicating that oral proficiency presents an important determinant of reading comprehension in a second language. This suggests that effective general approaches to second-language teaching are needed to promote reading literacy in a L2. The article closes with a discussion of the available evidence on the effectiveness of such approaches and outlines the need for further research.  相似文献   

Experiences of instructors in online learning environments: Identifying and regulating emotions     

Kelley Regan  Anna Evmenova  Pam Baker  Marci Kinas Jerome  Vicky Spencer  Holly Lawson  Terry Werner 《The Internet and Higher Education》2012,15(3):204-212

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.  相似文献   

Die soziale Rolle des Athleten     

Werner Pitsch 《Sportwissenschaft》2004,34(1):117-121

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