Book review     

Edgar Z. Friedenberg 《Interchange》1970,1(1):120-123

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Free schools,academic goals,and economic opportunity     

Edgar Z. Friedenberg 《Interchange》1974,5(3):14-18

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Training the mentally retarded for competitive employment     

E C Neuhaus 《Exceptional children》1967,33(9):625-628

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THE EFFECT OF KNOWLEDGE LINKING LEVELS IN BIOLOGY LESSONS UPON STUDENTS’ KNOWLEDGE STRUCTURE     

Julia Wadouh  Ning Liu  Angela Sandmann  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2014,12(1):25-47

Knowledge structure is an important aspect for defining students’ competency in biology learning, but how knowledge structure is influenced by the teaching process in naturalistic biology classroom settings has scarcely been empirically investigated. In this study, 49 biology lessons in the teaching unit blood and circulatory system in 9th grade German classrooms were videotaped and analyzed. Before the lesson, a questionnaire was administered to the students to solicit their responses about learning motivation. After the lesson, students’ learning outcomes on knowledge structure were examined with the concept mapping method. The video coding used in this study focused on the knowledge linking levels during the biology lesson. Out of the 49 classes, those with the highest and those with the lowest linking levels were selected based on the coding results. In high-linking classes, interrelated facts were introduced more often in the lessons, whereas in the lessons of the low-linking classes, isolated pieces of knowledge were predominant. The results from the concept mapping task showed that the students in the high-linking classes constructed more correct relations among the concepts compared to the students in the low-linking classes. The results remained stable even after controlling for learning motivation. These findings confirm the importance of teaching interrelated facts and concepts instead of isolated facts for fostering students’ knowledge structure. As a result, based on the Bavarian biology curriculum, we develop materials and programs to enable students, student teachers, and teachers to focus on interrelated facts and basic concepts instead of isolated facts in biology lessons.  相似文献   

Real-time output trajectory tracking neural sliding mode controller for induction motors     

Alma Y. Alanis  Edgar N. Sanchez  Alexander G. Loukianov 《Journal of The Franklin Institute》2014

This paper deals with real-time discrete adaptive output trajectory tracking for induction motors in the presence of bounded disturbances. A recurrent high order neural network structure is used to design a nonlinear observer and based on this model, a discrete-time control law is derived, which combines discrete-time block control and sliding modes techniques. Applicability of the scheme is illustrated via experimental results in real-time for a three phase induction motor.  相似文献   

Der Instrumentalisierungs-Vorwurf: Ende des Nachdenkens oder Alibi für die eigene Position?     

Beckers  Edgar 《Sportwissenschaft》1993,23(3):233-258

German Journal of Exercise and Sport Research -  相似文献   

A configural analysis of differences among higher education consortia     

Diane Maynard  Edgar Sagan  David Larimore 《Research in higher education》1974,2(1):89-97

In order to plan appropriate cooperative programs for particular higher education consortia, it is necessary to identify the characteristics of these organizations. The spatial configuration technique was used to illustrate the impact of eleven variables of the member institutions in differentiating among four consortia. Six of the variables — Control, Highest Degree Awarded, Percentage of Males, Math SAT Scores, Conventional Orientation, Scientific Orientation, and Endowment — were found to be significant in differentiating among the consortia. It was concluded that the spatial configuration technique was an effective way of visually comparing those consortia composed of member institutions, which as groups had similar and dissimilar characteristics.  相似文献   

Erratum to: Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-Based Naturalistic Study     

Jigna Nawani  Lena von Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1453-1453

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Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study     

Jigna Nawani  Lena Kotzebue  Julia Rixius  Michael Graml  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451

This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed.  相似文献   

City and suburbs: Perspectives on interdistrict desegregation efforts     

Edgar G. Epps 《The Urban Review》1978,10(2):82-89

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