Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.     

Integrating expanded school mental health programs and school‐based health centers

This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003.     

教师专业化与教师应对教育改革的能力

本文论述的是中国教育改革发展变化过程中的教师专业化问题,所以提出这一问题的背景,是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革.当前教育改革的目的,在于提高个体和全民发展的能力.因此,教育质量成为人们日益关注的重要问题.教师的工作职能是要推动教育改革的各项措施得到实施.本文认为,“信息时代”的要求和“知识经济”的兴起,使人们对人才的特点有了新的理解,也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足.综观中国教育改革,它是一个被迫出现的过程,导致学校对教育改革的反应不灵敏.教师作为专业人员,应该支持改革,但是他们的效能还是存在一定的问题.本文进一步认为,中国教师当前面临的主要问题是不具备应对改革的能力.有关研究表明,教师工作的本质及其关注的问题与教育改革的预期大相径庭.这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决.本文认为,进行全面改革的同时,要改革学生评价和选拔制度,从文化和社会层面上来思考教师职业,树立新的教师专业发展理念.     

Relationship between R&D expenditures and publication output for U.S. colleges and universities

Two large independent sources of data, NSF's University Science Statistics Program Integrated Data Base and CHI Research's bibliometric data base, are brought together in a comprehensive study of the relationships among research resources, as measured by R&D expenditures, and research output, as measured by the quantity and visibility of scientific journal articles. The study is based on approximately 500 U.S. colleges and universities. For each of 11 fields of science, there is strong indication of a linear relationship between R&D expenditures and number of papers. The evidence also indicates a positive relationship between number of cites received per paper and number of papers published, but only for papers published in the basic research journals of the fields of chemistry, physics, and biology.     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

(Trans)lating Identity: Exploring Discursive Strategies for Navigating the Tensions of Identity Gaps

This study explored the formation and expression of gender identity among 19 self-identified transgender individuals through the use of qualitative, in-depth interviews. Through the lens of the Communication Theory of Identity (CTI), we examined how trans* individuals form and perform gender identity, the tensions produced between identity frames, and the discursive strategies used to navigate those tensions. We identified the manifestation of three specific identity gaps: personal-enacted, personal-relational, and enacted-relational. Furthermore, we discovered four discursive strategies previously recognized for navigating tensions that emerge from identity gaps: closeted enactment, passing, disengagement, and label changing, and we identified a fifth discursive strategy—hyper-engagement—used to navigate these tensions. Results revealed that these identity layers and discursive strategies collaboratively manifest and coalesce in response to specific communicative contexts. Our results are discussed within the resounding call for greater understanding of trans* identity formation and expression.