排序方式: 共有93条查询结果,搜索用时 0 毫秒
51.
52.
Kristoffer Chelsom Vogt 《Journal of Education & Work》2018,31(1):47-58
Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary ‘gap year’ within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on academic transition trajectories are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following vocational transition trajectories, in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a ‘dropout’ or an ‘early school leaver’. Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people’s access to the moratorium of a gap year appears to be a privilege unequally distributed in the population. 相似文献
53.
Dominik Meffert Craig O’Shannessy Philipp Born Ralph Grambow Tobias Vogt 《European Journal of Sport Science》2018,18(8):1151-1157
Tennis comprises specific match situations when winning the next point is crucial. These big points can decide about a win or loss and, thus, reasonably arouse mental stress. Break points (BPs) are considered as big points and the outcome is influenced by, among a variety of other factors, the serve, which is well accepted being one of the dominant strokes in Men’s tennis. In this study, we examined the serve behaviour for male players in the Wimbledon tournament 2016 to investigate the possible impacts of presumed mental stress within the situation of BPs, and further, if winning players perform better than losing players. A total of 28.843 points were analysed and divided into BP (n?=?2.035) and non-break points – referred to as regular points (RP; n?=?26.808). 相似文献
54.
55.
Nicole P. Vogt Stephen P. Cook Amy Smith Muise 《The American journal of distance education》2013,27(3):189-200
This article introduces a set of distance education astronomy laboratory exercises for use by college students and instructors and discusses first usage results. This General Astronomy Education Source exercise set contains eight two-week projects designed to guide students through both core content and mathematical applications of general astronomy material. Projects are divided between hands-on activities and computer-aided analyses of modern astronomical data. The suite of online resources includes student and instructor guides, laboratory report templates, learning objectives, video tutorials, plotting tools, and web-based applications that allow students to analyze both images and spectra of astronomical objects. A pilot usage study indicates that distance learners using these materials perform as well as or better than a comparison cohort of on-campus students. The authors are actively seeking collaborators to use these resources in astronomy courses and other educational venues. 相似文献
56.
Several concepts have been developed to implement research-oriented teaching in higher education in the last 15 years. The definition of research competences, however, has received minor attention so far. Some approaches to modeling research competences describe these competences along the research process but either focus on a specific academic discipline and/or specific facets or offer no empirical verification for cross-disciplinary approaches. We have developed a new approach to model research competences across various academic disciplines in form of a competence model—the RMRC-K-model. This model comprises five dimensions: skills in reviewing the state of research, methodological skills, skills in reflecting on research findings, communication skills, and content knowledge. In this study, we present an instrument (R-Comp) developed on the basis of this cross-disciplinary competence model. The factorial structure of the R-Comp was examined with data from 391 university students in three groups, either enrolled in a Bachelor’s degree, Master’s degree, or a PhD program. The sample represented various academic disciplines. Results from confirmatory factor analyses supported the hypothesized structure of the R-Comp for the five dimensions in accordance with the RMRC-K-model. Additionally, results provided evidence for a more detailed differentiation of all dimensions with sub-dimensions reflecting theorized facets of the model. Both Cronbach’s α and construct reliability H indicated overall good reliability. Despite limitations to this study, there is some first evidence of a valid and reliable assessment of student research competences. 相似文献
57.
Franziska Bouley Eveline Wuttke Kathleen Schnick-Vollmer Bernhard Schmitz Stefanie Berger Sabine Fritsch 《Peabody Journal of Education》2013,88(4):491-502
Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects). 相似文献
58.
Markus Gerber Ralf Brand Franziska Antoniewicz Sandrine Isoard-Gautheur Henrik Gustafsson Renzo Bianchi 《Journal of sports sciences》2019,37(14):1673-1680
The development of cynical attitudes towards elite sport is a core symptom of athlete burnout and has been associated with dropout from elite sport. To date, this phenomenon has mainly been studied by investigating explicit attitudes towards sport, whereas athletes’ automatic evaluations (i.e. implicit attitudes) that have been shown to influence behavior as well were not considered. This study aimed to compare explicit and implicit attitudes towards sport of young elite athletes with high (N = 24) versus low (N = 26) burnout symptoms. Using self-reported measures, general and athlete burnout symptoms were assessed. Additionally, a single-target implicit association test was administered to examine participants’ automatic evaluation of sport. Statistical analysis revealed greater emotional/physical exhaustion and sport devaluation in athletes reporting high compared to low burnout symptoms. Implicit attitudes towards sport did not significantly differ between the groups. Furthermore, no significant correlations were observed between different athlete burnout symptoms and implicit attitudes. Athletes with high burnout symptoms show a tendency to explicitly detach themselves from sport, thus fostering sport devaluation as a core symptom of athlete burnout. However, this process does not seem to be reflected in their implicit attitudes towards sport. 相似文献
59.
60.
Jörg Matthes Franziska Marquart Brigitte Naderer Florian Arendt Desirée Schmuck Karoline Adam 《Communication methods and measures》2015,9(4):193-207
Questionable research practices (QRPs) pose a major threat to any scientific discipline. This article analyzes QRPs with a content analysis of more than three decades of published experimental research in four flagship communication journals: Journal of Communication, Communication Research, Journalism & Mass Communication Quarterly, and Media Psychology. Findings reveal indications of small and insufficiently justified sample sizes, a lack of reported effect sizes, an indiscriminate removal of cases and items, an increasing inflation of p-values directly below p < .05, and a rising share of verified (as opposed to falsified) hypotheses. Implications for authors, reviewers, and editors are discussed. 相似文献