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91.
Andreas B. Neubauer Andrea Schmidt Andrea C. Kramer Florian Schmiedek 《Child development》2021,92(5):1679-1697
This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents (longitudinal N = 469; Mage = 42.93, SDage = 6.40) of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic. 相似文献
92.
Andreas Körber 《课程研究杂志》2016,48(4):440-456
International cooperation in history teaching and related teacher education requires clarification of terminology as well as of underlying concepts and theoretical foundations, since these levels are fundamentally intertwining. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. Three complexes of theory and terminology are addressed: ‘Geschichtsbewusstsein’ (‘historical consciousness’) with special regard to the concept of ‘Sinnbildung’ in Jörn Rüsen’s theory, the German focus on the concepts of source (‘Quelle’) compared to the Anglosaxon concept of ‘evidence’ and the challenges posed by translating Jörn Rüsen’s concept of ‘Triftigkeiten’ (plausibility) as a criterion for assessing the quality of historical statements. 相似文献
93.
94.
Andreas Dorschel Richard A. Watson Tom Sorell David M.A. Campbell Bernard Linsky 《Philosophical Books》2003,44(2):162-168
95.
Svein Barene Andreas Holtermann Harald Oseland Ole-Lars Brekke Peter Krustrup 《Journal of sports sciences》2016,34(19):1849-1858
This 9-month randomised controlled workplace physical activity trial investigated the effects of soccer and Zumba exercise, respectively, on muscle strength, maximal jump height, sit-and-reach flexibility and postural sway among female workers. A total of 107 female hospital employees aged 25–63 were cluster-randomised to a soccer group, a Zumba group or a control group. Training was conducted outside working hours as two to three 1-h weekly sessions the first 3 months and once a week the last 6 months. Tests were conducted at baseline, after 3 and 9 months. The soccer group improved maximal neck extension strength both after 3 (1.2 kg; P < 0.05) and 9 months (1.7 kg; P < 0.01) compared to the control group. The Zumba group improved maximal trunk extension strength (3.1 kg; P = 0.04) after 3 months, with improvements in postural sway velocity moment (?9.2 mm2/s; P < 0.05) and lower limb lean mass (0.4 kg; P < 0.05) after 9 months. No significant intervention effects were revealed in vertical jump height or sit-and-reach flexibility. The present study indicates that workplace-initiated soccer and Zumba exercise may be beneficial for improvement of the neck and trunk strength, which may have preventive effects with regard to future perceived muscle pain in the respective body regions. Furthermore, the Zumba group revealed positive effects on lower limb lean mass and postural sway compared to the control group. 相似文献
96.
Gabriel J. Stylianides Andreas J. Stylianides George N. Philippou 《Journal of Mathematics Teacher Education》2007,10(3):145-166
There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge
of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating
preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research
can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based
on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The
findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base
step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ⇒ P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values
outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary
than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could
be are equally important for both groups. Implications for mathematics teacher education and future research are discussed
in light of these findings.
相似文献
George N. PhilippouEmail: |
97.
Education students often complain about the style of learning practiced at universities. In addition to theoretical knowledge, they want to gain more experience with “real” students. We are investigating new ways of combining theoretical learning and practical teaching by using digital communication techniques. We design courses for the study of German in primary and secondary schools, where our students cooperate with high school students via E-mail, messageboard, and chat. We aim to interest future teachers of German language and literature in media literacy and to prepare them for their future tasks in German classrooms against the background of the new information society. We developed the coursework over the last 5 years in the light of the experience we have gained, research performed, and the changes in hardware and software. Our program can also be transferred to other fields of teacher education. 相似文献
98.
Andreas Brouzos Stephanos P. Vassilopoulos Antigone Vlachioti Vasiliki Baourda 《Psychology in the schools》2020,57(1):31-43
To facilitate students’ transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test–retest control group (n = 26). Results indicate that completion of the intervention led to a significant decrease on scales measuring self-reported social anxiety symptoms. There was also a significant increase in intervention participants’ self-reported self-esteem, likeability, adherence to social rules, and frequency of active coping strategies, compared with the control group. Furthermore, a regression analysis showed that change in the self-reported use of active coping strategies predicted change in social anxiety symptoms for the intervention group. However, no significant change in self-reported use of passive-avoidant coping was observed. We conclude that facilitating effective coping with stress may provide a highly beneficial perspective toward designing transition groups, that may also lead to a significant reduction in social anxiety symptoms in adolescents waiting to undergo secondary school transition. 相似文献
99.
Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability 总被引:5,自引:0,他引:5
Andreas Hoecht 《Higher Education》2006,51(4):541-563
This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance
in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic
staff that were conducted at two “new university” business schools. Both institutions are broadly similar in their key characteristics
and have experienced a transformation to university status in the early 1990s. The article argues that there has been a change
from informal “light-touch” quality control systems based on local practices and a significant amount of trust and professional
autonomy in the early 1990s to a highly prescribed process of audit-based quality control today. The article argues that accountability
and transparency are important principles that academics should wholeheartedly embrace, but that the audit format adopted
in the UK introduces a one-way accountability and provides “rituals of verification” (Power 1997) instead of fostering trust,
has high opportunity costs and may well be detrimental to innovative teaching and learning. 相似文献
100.
David Sánchez-Oliva Florence-Emilie Kinnafick Nathan Smith Andreas Stenling 《Measurement in physical education and exercise science》2018,22(4):332-342
This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context. 相似文献