Validity of block start performance without arm forces or by kinematics-only methods     

Mitsuo Otsuka  Wolfgang Potthast  Steffen Willwacher  Jan-Peter Goldmann  Toshiyuki Kurihara  Tadao Isaka 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):229-244

The purpose of this study was to validate the calculation of reaction time (RT) and normalised power in block starts without considering arm ground reaction forces (GRFs) or using two kinematics-only methods. The RT and normalised power in the action phase were calculated using four different methods: using GRFs of arms and legs by force plates (whole F-based method), which can be regarded as the most valid method, using GRFs of legs captured by force plates (legs F-based method), using position of the centre of mass of the entire body captured by high-speed cameras (whole P-based method), and using only a partial subset of segment position (partial P-based method). Bland–Altman plots demonstrated that the RT of the legs F-based method was not similar to that of the whole F-based method: the mean difference was 7.4 ms and the 95% limits of agreement was?45.1 to 59.8 ms, and it was the least valid method for the calculation among the four methods. In contrast, the normalised power was more valid in the legs F-based method, followed by whole and partial P-based methods. This information will help researchers and practitioners to decide upon their analysis methods when analysing block start performance.  相似文献   

Audio-Visual Media in the Kindergarten     

Dr Wolfgang Brundny 《Educational Media International》2013,50(4):23-27

In October 1972 the sound of hammers could be heard in an isolated corner of the Library Complex at what was to become known as the Alvan Ikoku College of Education, Owerri. The area under construction was to be the new Micro–teaching Laboratory, fully equipped with the latest videotape equipment. In June, 1973, the Microteaching Laboratory was officially opened. The College was now prepared to undertake the development of a full scale microteaching programme.  相似文献   

Education for Democracy: reasons and strategies     

Wolfgang Edelstein 《European Journal of Education》2011,46(1):127-137

According to social scientists Herfried Münkler in Germany and Colin Crouch in England, major developments in Western industrial societies — individualism, increasing social complexity, globalisation — present serious threats to basic requirements of stable societies and expose democracy to the corrosion of its socio-moral resources such as social trust and civic commitment to the public good. In order to grow and to flourish, the competences and capabilities that constitute these resources require systematic cultivation through educational processes.The school is the only institution that can provide the appropriate experience of a democratic life to all members of society. At present, however, schools are generally far from this goal. This article describes strategies for providing the experience of schools as democratic lifeworlds from an early age: classroom councils as tools for democratic self government and sites for sociomoral learning; projects of service learning in the community which can be successfully organized by these councils; and early experiences of civic engagement in community contexts as part of democratic classroom practice.  相似文献   

Fifth graders metacognitive knowledge: general or domain-specific?     

Nora Neuenhaus  Cordula Artelt  Klaus Lingel  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2011,26(2):163-178

The purpose of the present study was to investigate the structure of metacognitive knowledge in fifth grade pupils and its relation to school achievement. Since the structure of metacognitive knowledge is controversially discussed with little empirical evidence for either its domain specificity or its domain transferability, the debate remains somewhat hypothetical up to date. In theory it is assumed that the development of metacognitive knowledge begins highly domain and situation-specific and becomes more flexible and domain-transcending with practice and experience (Borkowski et al. 2000). As standardized measures to assess metacognitive knowledge of students in the age group under investigation were missing, newly developed instruments were applied to assess the domain-specific metacognitive knowledge in reading and mathematics as well as domain-transcending metacognitive knowledge. The influences of domain-specific and general metacognitive knowledge on school achievement in the two domains were analyzed. While findings on the structure of metacognitive knowledge indicate some degree of domain specificity, they also point out a strong relation between general metacognitive knowledge and domain-specific metacognitive knowledge. The cross-sectional relation between metacognitive knowledge and academic achievement were relatively low. Implications for future research will be discussed.  相似文献   

Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures     

Sascha Schroeder  Tobias RichterNele McElvany  Axinja HachfeldJürgen Baumert  Wolfgang SchnotzHolger Horz  Mark Ullrich 《Learning and Instruction》2011,21(3):403-415

This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior.  相似文献   

Discipline orientations of pre‐service teachers before and after student teaching     

Sibel Kaya  Cynthia Lundeen  Charles H. Wolfgang 《Teaching Education》2013,24(2):157-169

This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations.  相似文献   

Prediction of academic performance prior to intersections within a multi-tiered school system     

Wolfgang Lenhard  Daniela Schröppel 《Educational Research and Evaluation》2013,19(6):454-468

Diagnostic information is a centrepiece of educational decision making. Far-reaching decisions like placements within multi-tiered school systems may have a huge long-term impact on the achieved level of education. Therefore, such decisions should be substantiated or complemented by objective and prognostically valid information. To this end, we assessed academic self-concept, reading comprehension, orthographic abilities, and geometric and problem-solving skills prior to the selection of subsequent school forms in Grade 4 in order to model the pedagogical decisions of the teachers (Lenhard, Hasselhorn, & Schneider, 2011 Lenhard, W., Hasselhorn, M., & Schneider, W. (2011). Kombiniertes Leistungsinventar zur allgemeinen Schulleistung und für Schullaufbahnempfehlungen in der vierten Klassen (KLASSE 4) [Combined performance inventory for the determination of school performancy and schooling recommendations in Grade 4]. Göttingen, Germany: Hogrefe. [Google Scholar]). The article describes the longitudinal results of an independent sample of 76 students and how well their academic performance was predicted 18?months later by the psychometric approach compared to teacher recommendations. Standardized tests had a high prognostic validity and predicted the choice of higher educational levels in subsequent school years. Teachers were more successful in determining grouping decisions for students with lower educational attainments.  相似文献   

The Rivalry of Nonverbal Cues on the Perception of Politicians by Television Viewers     

Florian Haumer M.A.  Wolfgang Donsbach Ph.D. 《广播与电子媒介杂志》2013,57(2):262-279

The current study examines how a politician's “active” or “passive” nonverbal behavior can influence recipients' perception of his/her image in TV talk shows. In addition, the effects of different host and studio audience reaction shots towards the politician were analyzed. To do so, an experiment with a 2 × 3 × 3 factorial design was conducted (n = 356). The stimulus material was produced in a TV studio. The results indicate a clear influence of a politician's nonverbal behavior style and the TV host's nonverbal reactions on the recipients' image-perception.  相似文献   

Extra‐credential experiences and social closure: Working‐class students at university     

Wolfgang Lehmann 《British Educational Research Journal》2012,38(2):203-218

Human capital theorists perceive of educational expansion as beneficial to individuals, corporations and national economies, while social closure theorists have claimed that inflation of credential requirements maintains traditional status inequalities. In this paper I argue that status inequalities are not only maintained by credential inflation, but also the inflation of extra‐credential experiences. As undergraduate degrees become more common, access to employment and further education opportunities increasingly depend on extra‐curricular and ‘enriching’ educational experiences. Using qualitative data from a longitudinal study of working‐class university students in Canada, I will address the mechanisms by which they have gained or were denied access to such experiences. The data suggest that working‐class students’ relative lack of financial resources and social networks are barriers to the development of extra‐credential experiences, which in turn leads to the change of educational and career plans for some.  相似文献   

Willa Cather,Daniel Libeskind,and the Creative Destruction of Manhattan     

Christoph Lindner 《Journal of American culture (Malden, Mass. : 2003)》2005,28(1):114-121

  相似文献