Differential development of 24-h retention capacities for two components of T-maze escape learning by infant mice

At 9 or 11 days of age, separate groups of Swiss-Webster mice received 12, 24, or 40 training trials to the goal opposite their first-trial choice in a shock-escape T-maze task. All groups were retested to the same goal for 25 trials 24 h following training, while maturation controls without prior exposure were trained to the goal opposite their first choice. All groups demonstrated increased escape proficiency during original training on two separate escape components: reaching the choice point and making the correct turn at the choice point. During retention testing, all groups at both ages exhibited better escape performance in terms of reaching the choice point than their maturation controls. However, when escape was measured in terms of choice, none of the groups trained at 9 days of age differed significantly from maturation controls when retested at 10 days of age. In contrast, retention of correct choice point turn varied directly with number of original training trials for mice trained at 11 days of age.     

The industrial connections in Donald Judd's art

This paper examines the context and impact of the industrial materials and processes of the mid-twentieth century on Donald Judd's works, focusing on galvanized steel, cellulose nitrate paints, anodizing, and the RAL color matching system. Exploration of the industrial materials and methods Judd utilized provides a greater understanding of his processes, choices, and ultimately his art, its care, and legacy.     

Cabinetmakers’ Workplace Mathematics and Problem Solving

This study explored what kind of mathematics is needed in cabinetmakers’ everyday work and how problem solving is intertwined in it. The informants of the study were four Finnish cabinetmakers and the data consisted of workshop observations, interviews, photos, pictures and sketches made by the participants during the interviews. The data was analysed using different qualitative techniques. Even though the participants identified many areas of mathematics that could be used in their daily work, they used mathematics only if they were able to. The cabinetmakers’ different mathematical skills and knowledge were utilized to their skill limit. Cabinetmakers were found to constantly face problem solving situations along with the creative processes. Being able to use more advanced mathematics helped them to solve those problems more efficiently, without wasting time and materials. Based on the findings, the paper discusses the similarities and differences between problem solving and creative processes. It is suggested that the combination of craftsmanship, creativity, and efficient problem solving skills together with more than basic mathematical knowledge will help cabinetmakers in adapting and surviving in future unstable labour markets.     

Studieren an der Berufsakademie oder an der Universität, Fachhochschule oder Pädagogischen Hochschule?

Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden. Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie, die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t.     

Zoltán Bay on education and science teaching

The present article is based on Zoltán Bay's Old Education, New Teaching — an unpublished paper written for the XXVIIth National Meeting of Secondary School Physics Teachers (5–7th April, 1984 Veszprém, Hungary).     

Do central examinations lead to greater grading comparability? A study of frame-of-reference effects on the University entrance qualification in Germany

In Germany, the Abitur grades awarded at the end of upper secondary education are critical in the allocation of sought-after university places. Drawing on a representative sample of 3526 grade 13 Abitur students in the German state of Baden-Württemberg, this article examines whether and to what extent grading is affected by the mean achievement of the school serving as frame of reference (“group-referenced grading”), and to what extent this influence differs for coursework and examination grades in mathematics and English as a foreign language. Overall, the results indicate that the higher level of standardization of the central Abitur examinations makes examination grades less susceptible to frame-of-reference effects than are coursework grades.     

Teacher enthusiasm: Dimensionality and context specificity

Enthusiasm is considered an important characteristic of effective teachers. However, the conceptualization of the term in the research literature is inconsistent. Whereas most studies use the term “enthusiasm” to describe features of instruction, some have used it to describe a characteristic of teachers. This research seeks to clarify the concept of teacher enthusiasm, examining its dimensionality and context specificity. The study draws on three samples of teachers who were administered questionnaire measures of enthusiasm. In two samples (N = 205 and 332), it was possible to match teacher data with data on the students taught. In another sample (N = 113), additional measures of work-related wellbeing were implemented. Confirmatory multigroup factor analyses showed that two dimensions of teacher enthusiasm can be distinguished, namely enthusiasm for teaching and enthusiasm for the subject. These dimensions differed in their meaning and context specificity. Whereas teaching enthusiasm was systematically linked to occupational wellbeing and to classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing and was independent of characteristics of the classes taught.