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101.
The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation with preservice teachers and inservice teachers revealed the assumed factor structure and sensitivity of the test to differences in expertise. The results indicate that the situational judgment test for assessing strategic knowledge of classroom management in elementary schools is a valid assessment tool for investigating the acquisition and promotion of classroom management knowledge during teacher education. 相似文献
102.
Manfred Hofer Claudia KuhnleBritta Kilian Elena MartaStefan Fries 《Learning and Instruction》2011,21(3):301-316
It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N = 433; M = 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. Regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students' reactions to motivational conflicts is highlighted. 相似文献
103.
Manfred Broy Franz Huber und Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》1999,14(3):121-134
Zusammenfassung. Der Beitrag stellt AutoFocus vor, einen Werkzeugprototyp zur Entwicklung verteilter, eingebetteter Systeme auf der Grundlage formaler Techniken. AutoFocus unterstützt die Systementwicklung mit integrierten, im wesentlichen graphischen Beschreibungstechniken, mit deren Hilfe sowohl
unterschiedliche Sichten als auch verschiedene Abstraktionsebenen eines Systems beschrieben werden. Um konsistente und vollst?ndige
Beschreibungen sicherzustellen, bietet AutoFocus die M?glichkeit, Konsistenzbedingungen zu formulieren und Systembeschreibungen daraufhin zu überprüfen. Aus ausführbaren
Spezifikationen k?nnen Prototypen des entwickelten Systems erzeugt werden und in einer Simulationsumgebung ausgeführt und
visualisiert werden. Zur formalen Verifikation von Systemeigenschaften verfügt AutoFocusüber Anbindungen an Modellprüfungswerkzeuge wie -cke oder SMV.
Eingegangen am 23. Dezember 1998 / Angenommen am 16. Juni 1999 相似文献
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Roland Bloch Reinhard Kreckel Alexander Mitterle Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2014,17(3):243-261
Until recently there have been no universities or study programs in Germany that were connected to claims for top level positions in the field of higher education. However, by now efforts to vertically differentiate higher education are increasing and emphasize differences in quality. Such efforts have so far been observed with respect to research. In contrast, this article focusses on stratificatory efforts that are primarily connected to education at universities. It is based on cases studies in the field of graduate schools funded by the German excellence initiative and in the field of private higher education institutions that belong to law, business, and the social sciences and try to positions themselves as top level institutions. The first part addresses specific forms in which stratification is institutionalized in the field of higher education at present. The second part then exemplifies the various ways in which vertical differentiation is mobilized along a common attribute in both fields—internationality. We show that stratification is not a monolithic process but involves highly complex differentiations along various attributes and in multiple ways. 相似文献
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Christian Weich Randall L. Jensen Manfred Vieten 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):215-228
Various publications discuss the discrepancies of running in triathlons and stand-alone runs. However, those methods, such as analysing step-characteristics or ground-contact time, lack the ability to quantitatively discriminate between subtle running differences. The attractor method can be applied to overcome those shortcomings. The purpose was to detect differences in athletes’ running patterns (δM) and movement precision (δD) by comparing a 5,000 m run after a prior cycling session (TRun) with an isolated run over the same distance (IRun). Participants completed the conditions on a track and a stationary trainer, allowing the use of their personal bike to simulate an Olympic triathlon. During each run, three-dimensional acceleration data, using sensors attached to the ankles, were collected. Results showed that both conditions lead to elevated attractor parameters (δM and δD) over the initial five minutes before the athletes found their rhythm. This generates a new perspective because independent of running after a bike session or without preload, an athlete needs certain time to adjust to the running movement. Coaches must consider this factor as another tool to fine-tune pacing and performance. Moreover, the attractor method is a novel approach to gain deeper insight into human cyclic motions in athletic contexts. 相似文献
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When mathematics is used to help people cope with real-life situations, a three-stage intellectual process is involved. First, a person becomes aware of a problem-situation which stimulates him to generate a problem-statement, a verbal story-problem. This may be in writing, expressed orally, or merely thought and evidenced by other behavior. Second, he transforms the verbal problem-statement into a mathematical formulation. Third, he analyzes this mathematically stated problem into subproblems to which the solution is more immediate.We propose an operational instrument for assessing how a person moves from the first to the second and third stage. This involves coding questions asked, actions taken, hesitancy and latency. Results of using this procedure in experimental situations were used to determine reliability. We also propose and compare methods for effecting and accelerating motion from the first to the third stage. These involve operant conditioning, need arousal cues, controlled verbal instructions. Experience with one such technique to teach problem-formulation in actual teaching practice is reported.The theoretical basis for these experiments is developed by showing how to program a computer to go through these stages for a reasonably large and interesting class of problem-situations to which mathematics is applicable.This research was partially supported by an Office of Education Grant OEG5-72-0050(509). 相似文献