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1.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
2.
Hannah Gascho Rempel Uta Hussong-Christian Margaret Mellinger 《The Journal of Academic Librarianship》2011,37(6):480-487
Focus group methodology was used to investigate graduate students' cross-campus technology, space and service needs. Although the library provides valued services and spaces, graduate students need enhanced and more equitable support for their roles as teachers and scholars. Librarians can provide leadership and act as advocates for graduate student needs in partnership with other campus stakeholders. 相似文献
3.
Mareike Kunter Martin Brunner Jürgen Baumert Uta Klusmann Stefan Krauss Werner Blum Alexander Jordan Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520
Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet
über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA,
die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre
Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt.
Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist
eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und
ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen
positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede
in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen
als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird. 相似文献
4.
Two studies investigating the relationship betweenphoneme awareness and word reading ability in Downsyndrome (DS) are reported. The first study included33 Brazilian individuals with DS (mean age = 23years). They all had begun to read and all showedclear signs of phonological recoding skills. Thirty-three normal children (mean age = 7 years),matched with the individuals with DS for readingability, participated as controls. The second studyincluded individuals with DS with a wider range ofreading ability: a group of 46 readers (mean age = 22years) and a group of 47 nonreaders (mean age = 18years). The results question Cossu, Rossini, andMarshall's (1993a) claim that phoneme awareness is notrelated to alphabetic reading acquisition in DS.Although the individuals with DS who participated inthe first study performed rather poorly on a task thatpresupposes the ability to explicitly manipulatephonological representations, they performed quitewell on a task assessing the ability to detectphonemic similarities in words. We suggest that it wasthis ability that enabled them to acquire phonologicalrecoding skills as well as they did, despite theircognitive limitations. The results of the second studywere consistent with this interpretation. The abilityto detect phonemic similarities in wordssignificantly differentiated between the readers andthe nonreaders, even after we controlled forvariations in letter knowledge, intelligence, andchronological age. 相似文献
5.
Educational Psychology Review - Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important... 相似文献
6.
Stefanie Leimeister Jan Marco Leimeister Uta Knebel Helmut Krcmar 《International Journal of Information Management》2009
Purpose
Drawing from literature on innovation, strategy and culture the objective of this study is to explore the role of perceived potentials and perceived strategic importance on CIOs’ perspective on RFID technology in two different cultural settings.Methodology
Based on survey responses from 463 German and 157 Italian IT decision makers we analyzed the data with PLS structural equation modeling.Findings
We show that perceived potentials of RFID influence the perceived strategic importance which positively influences CIOs’ intention to invest in RFID. The composition of perceived potentials affecting the strategic importance of RFID differs significantly in both cultures. In Germany, potentials attributed to RFID are improving quality, automating manpower, reducing counterfeits, and improving customer service. Italian CIOs value reducing stock inconsistencies, optimizing stock keeping, and improving customer service as RFID potentials. Regardless of culture, findings show that company size hardly has impact on perceived strategic importance.Originality/value
This research shows on a large empirical basis cultural differences in the perception of RFID in two countries using PLS. 相似文献7.
8.
Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students’ writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate pedagogies to support writing at the PhD level. The data consist of interviews with 19 PhD students who had taken part in writing retreats as well as evaluations and pre- and post-retreat reflections by these students. In the interviews, we discussed the role of writing retreats in the context of the students’ wider biographies as writers and how it relates to their experiences of writing. Our findings suggest that writing retreats can be important events for PhD students positively affecting their relationship with literacy [Besse, J.-M. 1995. L’écrit, l’école et l’illettrisme. Paris: Magnard]. Taking part in a retreat generates pleasure, emphasising the role of emotions in academic writing. Writing retreats and the opportunities they offer students to write and to reflect on their experiences as writers are a valuable part of PhD training. 相似文献
9.
Martin Brunner Dr. Mareike Kunter Stefan Krauss Jürgen Baumert Werner Blum Thamar Dubberke Alexander Jordan Uta Klusmann Yi-Miau Tsai Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2006,9(4):521-544
Zusammenfassung Der vorliegende Beitrag besch?ftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen
dem fachspezifischen Professionswissen von Mathematiklehrkr?ften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden
institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung
und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkr?ften, die
an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkr?fte unterschiedlicher Lehr?mter deutlich in ihrem
professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und
im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung
und beruflicher Fortbildungen.
相似文献
10.
Family risk of dyslexia is continuous: individual differences in the precursors of reading skill 总被引：12，自引：0，他引：12
The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high-risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds. However, the family risk of dyslexia was continuous, and high-risk children who did not fulfil criteria for reading impairment at 8 years performed as poorly at age 6 as did high-risk impaired children on tests of grapheme-phoneme knowledge. The findings are interpreted within an interactive model of reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills. 相似文献