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Heinz-Hermann Krüger Cathleen Grunert Parviz Rostampour Claudia Seeling Thomas Rauschenbach Andreas Huber Ivo Züchner Beate Kleifgen Kirsten Fuchs Andreas Lembert 《Zeitschrift für Erziehungswissenschaft》2002,5(3):436-453
Zusammenfassung Dieser Artikel besch?ftigt sich mit einem Themengebiet, das in der erziehungswissenschaftlichen Wissenschafts-, Hochschul-und
Berufsforschung bislang kaum analysiert worden ist. Unter Bezug auf die Ergebnisse einer schriftlichen Befragung von rund
3.800 Absolventen erziehungswissenschaftlicher Hauptfachstudieng?nge (Diplom, Magister) in ganz Deutschland wird die Frage
untersucht, wie gro? die Gruppe der Studierenden aus diesen Studieng?ngen ist, die sich einige Jahre nach dem Studienabschluss
im Arbeitsfeld Hochschule und Forschung beruflich platzieren kann bzw. promoviert, durch welche Merkmale diese Gruppe gekennzeichnet
ist und welche Bedingungsfaktoren den Weg in die Wissenschaft beeinflussen. Nach einem überblick über den bisherigen Stand
der Forschung und der Darstellung zentraler Resultate des Diplom-und Magister-Surveys zum Weg in die Wissenschaft werden abschlie?end
einige Konsequenzen diskutiert, die sich aus den Befunden für eine Reform der bisherigen Hauptfachstudieng?nge bzw. für die
zukünftige Gestaltung neuer Studieng?nge mit Blick auf eine Verbesserung der Nachwuchsf?rderung für das Fach Erziehungswissenschaft
ergeben.
Summary Paths into Science: The Results of a National Survey of Graduates from Diplom and Magister Programs in Educational Science This article examines a topic which has hardly been dealt with in the field of Educational Science. A survey of around 3,800 graduates of Educational Science in both Diplom and Magister programs in Germany asked what proportion of graduates went on to work or commence a Ph.D. in higher education. It also investigated the characteristics of such graduates and the conditions which determined their path into science. Following an overview of preceding research in this area and a presentation of the central results of the survey, the consequences of the findings for a reform of courses and an improvement in the training of academics in the field of Educational Science will be discussed.相似文献
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Deed Craig Blake Damian Henriksen Joanne Mooney Amanda Prain Vaughan Tytler Russell Zitzlaff Tina Edwards Marie Emery Sherridan Muir Tracey Swabey Karen Thomas Damon Farrelly Cathleen Lovejoy Valerie Meyers Noel Fingland Doug 《Learning Environments Research》2020,23(2):153-165
Learning Environments Research - Teaching practices respond to the prompts, resources and inherent potential of a school’s physical, social and cultural landscape. This study involved how... 相似文献
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Muhammet Mustafa Alpaslan Bugrahan Yalvac Cathleen C. Loving Victor Willson 《International Journal of Science and Mathematics Education》2016,14(2):297-317
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed. 相似文献
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This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
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Kayleigh Skene Christine M. O’Farrelly Elizabeth M. Byrne Natalie Kirby Eloise C. Stevens Paul G. Ramchandani 《Child development》2022,93(4):1162-1180
This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies. 相似文献
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Cathleen Soundy 《Early Childhood Education Journal》1992,19(4):7-10
Paul, a first-grader reading a book about fish, pronounced the wordone asfish. Rachel, his partner, shook her head from side to side and drew the number 1 with her fingertip on the desk. Then she said, First number. Paul knew it wasone and corrected himself. Later, when he was stuck on the word again, Rachel prompted, First number. Paul corrected himself and mastered the wordone.Cathleen Soundy is Assistant Professor, Early Childhood/Elementary Education, Temple University, College of Education, Philadelphia, PA. 相似文献
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