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1.
Martin Schnitzer Benjamin Bodner Sabrina Scheiber Erich Thöni Martin Kopp 《Sportwissenschaft》2016,46(1):26-33
The aim of this article is to gain insights into the economic impacts of the Winter Youth Olympic Games (YOG). Taking the example of Innsbruck 2012 (YOG 2012)—the first ever Winter YOG—the economic dimension of the event is comprised by calculating the primary economic impulse as well as the induced economic impulse (total economic effect). For the purpose of this study the region (Tirol) and the period of time (13th to 22th January 2012) were chosen. 相似文献
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Erich Renner 《Zeitschrift für Erziehungswissenschaft》2001,4(4):641-659
In der Navajo-Familienstudie wird versucht, das auf ethnop?dagogisch-biographischer Grundlage bei zwei Pers?nlichkeiten erarbeitete
kulturelle Deutungsmuster believing in ceremonies auf seine Relevanz für andere Familienangeh?rige zu überprüfen. Die Aufnahme von narrativen Interviews/Selbstbiographien
weiterer zw?lf Mitglieder des Familienverbandes Bedoni-Atene erm?glicht es, dass wichtige personale und lebensweltliche Einflüsse
kontingent thematisiert werden. Der dadurch erreichte Einblick zeigt das Deutungsmuster believing in ceremonies als vielschichtiges Bewusstseinskonstrukt bei den einzelnen Pers?nlichkeiten. Darin ist die Bedeutung des sozialisatorischen
Kontextes, dessen individuelle Wahrnehmung und der unverwechselbare Zugriff der Probanden auf vorhandene kulturspezifische
Lebensbedingungen pr?sent. 相似文献
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Derek A. Muller Manjula D. Sharma John Eklund Peter Reimann 《Instructional Science》2007,35(6):519-533
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account
students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine
how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative
conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical
phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic,
and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an
expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments
and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. 相似文献
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Erich Wittmann 《Educational Studies in Mathematics》1976,7(1-2):179-184
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Heidi L. Muller 《Journal of Applied Communication Research》2014,42(3):325-342
Instructor-facilitated collegiate classroom discussion (IFCCD) is a highly valued yet undertheorized instructional practice. Research examining the structure of classroom interaction, scholarship advocating rationales for discussion-based pedagogy, and an investigation of a related interactive classroom communication practice provide an informative backdrop for this study. The data in the study were collected using action-implicative discourse analytic techniques throughout a semester in three classrooms at the same university. Reconstructing the three levels of the practice through grounded practical theory—the problem/dilemma level, the normative situated ideals level, and the talk/discourse techniques level—provides some insight into why in two of these cases of IFCCD, engaged and participatory discussion was accomplished. The shared dilemma of the practice is reconstructed as the problem of engagement in which both individual engagement with curricular content and shared engagement in co-creation of the discussion are valued. The dilemmatic nature of the practice is explored specifically in terms of traditional and nontraditional teacher talk and associated participation structures. Significant similarities and differences across the three cases are found and examined in the reconstructions of instructor situated ideals and third-turn facilitation techniques. Initial conclusions are incorporated in the discussion of discourse-based applications for practitioners interested in facilitating discussion in college classrooms. 相似文献
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