Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.     

“Making a Lion into a Pussycat”: Working with Difficult Group Members

Objectives: The primary objective of this activity is to identify the role of interpersonal communication skills in the small group process. Secondary objectives include engaging students in a brainstorming activity and providing an opportunity for groups to determine ways to work with difficult group members

Courses: Small-Group Communication, Business and Professional Communication, Hybrid Course     

"Knight in shining armour" or "Frankenstein's creation"? The coverage of synthetic biology in German-language media

Although still a side issue in the German-language media, attention towards synthetic biology has risen clearly during the last years, in line with the first applications being presented. This paper presents findings from a content analysis of synthetic biology coverage in German-language media over the years 2004-2009. In the media, synthetic biology is not clearly separated from gene technology. News value is attributed to established categories such as persons and events. Many metaphors and analogies used in describing gene technology can also be found in the coverage of synthetic biology; however, engineering metaphors are more prominent. In addition, playfulness constitutes an aspect rarely found in genetic engineering coverage. Overall, the picture emerging is ambivalent, which leaves prospects for the further development of public debate ambiguous.     

Traditional balance and slackline training are associated with task-specific adaptations as assessed with sensorimotor tests

The purpose of this study was to measure alterations in sensorimotor skills and balance resulting from slackline training and conventional balance training. Forty-three physically fit subjects were randomized into three groups. Two groups practiced three times a week for 15?minutes, including at least once supervised session, on the slackline or perform conventional balance training for 6 weeks. The control group was not allowed to perform any balance training. Before and after the intervention, the subjects underwent sensorimotor and strength tests. The results of our intra-class correlation analysis showed that the stability parameters from the multifunctional training device (MFT, 0.7), the height during the countermovement jump (CMJ, 0.95) and the maximum force (0.88) during leg press showed excellent reliability. A post hoc comparison indicated a larger effect of conventional training (almost 11% reduction in MFT stability) compared with slackline training in group-wide comparisons of the pre- to the post-training measurements. The factor analysis showed that stability and sensorimotor assessment using MFT were correlated, as were height during CMJ and maximal force during leg press, which represented dynamic strength. Because CMJ had the highest intra-class correlation value, it was chosen over maximum force from leg press. For these reasons, only two out of nine measured parameters, namely MFT stability and CMJ, were analysed across groups. The only observed difference between the two groups was MFT stability (slackline???1.5%, conventional???13%), whereas the improvement of CMJ was the same (slackline?+?3%, conventional?+?3%). It can be concluded that slacklining is partly complementary to conventional sensorimotor training.     

Adventure-based experiential therapy with inpatients in child and adolescent psychiatry: an approach to practicability and evaluation

This article examines the use of adventure-based experiential therapy (AET) with child and adolescent psychiatry inpatients. AET environments, indications, practicality, therapeutic effects and research are outlined and clinical findings are reported. Activities such as rock-climbing, exploring a creek and caving are discussed and the limitations of AET in the hospital setting are addressed. AET activities range from leisure-time activities and activities that facilitate change to actual therapeutic work. Case studies showing the effects on individuals and groups, with and without specific processing of the activity, are surveyed and the similarities to mentalization-based psychotherapy are touched upon. Possible future research directions are suggested. As AET treatments are not commonly discussed in child and adolescent psychiatry, this article seeks to be a catalyst for further discussion and research.     

Erratum: Correction to Description of Analytic Method

Erratum. Child Development 76, 841-855.Online publication date: 14-Jul-2005.     

Theorizing Gender for Community College Research and Practice

Feminist theory uses gender as a lens to evaluate society's institutions and power hierarchies. Gender evolves as a social construction rather than an essential difference between the sexes, and it supports the so-called “hegemony of dominant men” in society. Socialization by gender enables discrimination in gender roles and occupations, and its main tool of segregation is a major strategy used by employers and other decision makers to engage effectively in discrimination. The extent to which the principle of gender organizes selection of field of study by students and faculty, and other facets of the community college campus, provides for a number of ongoing research questions.