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181.
Motor development is an important part of the holistic development of a child. Empirical evidence over the last 20 years shows a steady decrease in motor ability in primary school children. Therefore we tested six primary school classes in Augsburg with the Deutscher Motorik-Test (DMT). The aim of the study was to develop a risk factor for reduced motor performance capacity (RF-RSL) via regression analyses of endogenous and exogenous variables. Additionally we examined the influence of the RF-RSL on the development of performance in a longitudinal study. The results of the study elucidate that during the considered age the course is set for adequate motor development. If children are overweight, have a TV, a computer or a game console in their room and do not participate in any sports programme they belong to the risk group for RSL. These children in turn fall behind their classmates during the period of primary school. 相似文献
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184.
Brandenberger Claudia C. Hagenauer Gerda Hascher Tina 《European Journal of Psychology of Education - EJPE》2018,33(2):295-317
European Journal of Psychology of Education - Especially for students in lower achievement levels, there is a significant negative trend in academic self-determined motivation across childhood... 相似文献
185.
In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers' instructional decisions and beliefs about AA-AAS have on the academic achievement of students with significant cognitive disabilities. A survey of nearly 400 teachers across three states provided evidence of teachers' beliefs, as well as their instructional planning processes for students. Students' learning characteristics were also identified. Survey responses were analyzed in conjunction with students' 2010–2011 scores on their statewide AA-AAS. The results indicated that students with presymbolic communication systems had a lower likelihood of achieving proficiency in English language arts/reading and math than students with abstract symbolic communication. Students with concrete symbolic communication systems had lesser odds of proficiency in ELA/reading but not in math. Teachers who agreed that AA-AAS had an impact on instruction tended to have students with higher achievement proficiency. However, more negative views of the validity of AA-AAS scores were associated with greater odds of proficiency. 相似文献
186.
Claudia Ruitenberg 《Journal of Philosophy of Education》2014,48(1):149-164
Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large‐group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyse the pedagogy of lectures that address the topic of hospitality, as there would be a performative contradiction in teaching inhospitably about hospitality. 相似文献
187.
Bridget A. Walsh Katherine Kensinger Rose Claudia Sanchez Melissa M. Burnham 《Early Childhood Education Journal》2012,39(6):383-390
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children,
while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the
extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head
Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting
labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish
was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary
noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children
in Head Start and future avenues for research are discussed. 相似文献
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189.
This multi-phase study examined the influence of retrieval processes on children??s metacognitive processes in relation to and in interaction with achievement level and age. First, N?=?150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the film content including answerable and unanswerable items and gave confidence judgments to every answer. Finally, children withdrew answers that they believed to be incorrect. All children showed adequate metacognitive processes before and during test taking with 11/12- year-olds outperforming 9/10-year-olds when considering characteristics of on-going retrieval processes. As to the influence of achievement level, high compared to low achievers proved to be more accurate in their metacognitive monitoring and controlling. Results suggest that both cognitive resources (operationalized through achievement level) and mnemonic experience (assessed through age) fuel metacognitive development. Nevertheless, when facing higher demands regarding retrieval processes, experience seems to play the more important role. 相似文献
190.
Karl-Heinz Leitner Claudia Steindl Brigitte Ecker 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2012,11(2):86-96
Steigende Studierendenzahlen, knappe ?ffentliche Budgets und neue Anforderungen an die universit?re Ausbildung erfordern eine
permanente Reflexion und gegebenenfalls entsprechende Anpassungen an Finanzierungsmodelle. Die internationale Praxis zeigt
dabei eine Vielzahl von alternativ ausgestalteten Modellvarianten und -kombinationen, wobei die Studienplatzfinanzierung ein
international weit verbreitetes Modell darstellt. Dieser Beitrag fasst die wesentlichsten Ergebnisse einer vom Bundesministerium
für Wissenschaft und Forschung in diesem Zusammenhang beauftragten Studie zusammen. Gezeigt werden neben den Grundlagen einer
Studienplatzfinanzierung die aktuellen internationalen Trends, ein systematischer L?ndervergleich sowie m?gliche Konsequenzen
einer etwaigen Implementierung in ?sterreich. 相似文献