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排序方式: 共有162条查询结果,搜索用时 46 毫秒
81.
This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monolithic accounts that dominate the educational literature, we offer here an attempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspectives on the 'same' classroom and we build on this example to argue for w/ri(gh)ting research by drawing on literary forms that differ from traditional master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument. 相似文献
82.
Romi de Jong Jan van Tartwijk Theo Wubbels Ietje Veldman Nico Verloop 《Educational studies》2013,39(5):582-597
Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers’ use of discipline strategies is largely unknown. In this paper, we examine student teachers’ beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on control and affiliation, control orientation and anticipated student responses on control and affiliation. All participants were student teachers of a one-year teacher education programme for secondary education in the Netherlands. Student questionnaires were used to measure discipline strategies (n?=?2506). Student teachers’ (n?=?104) self-images, control orientation and anticipated student responses were measured with student teacher questionnaires. Results of the multiple regression analyses showed that student teachers’ sensitive and directive discipline strategies are explained best by self-images on control; aggressive discipline strategies are explained best by self-images on affiliation and by control orientation. Apart from the possible academic interest in these particular findings, results are believed to be useful in a practical sense, in particular for teacher education programmes. 相似文献
83.
Theo Bryer 《Changing English: An International Journal of English Teaching》2013,20(3):253-265
This account of the making and sharing of self-authored digital videos in a Year 5 classroom focuses on the way that the children appear to be influenced by their awareness of audience. Drawing on evidence of video observation, written and moving image texts produced by the children and semi-structured interviews with them, I examine the factors that appear to guide them in their creative endeavours. I consider the children’s motivations in relation to their social relationships and the cultural interests and aspirations reflected in the intertextual aspects of their work. A sense of the children’s awareness of themselves as collective and individual audiences emerges from an examination of the forms of expression that the children draw on. I argue that the children’s orientation towards this very particular and familiar audience has a significant and motivating influence on the way that they shape and create video texts and that this has implications for their learning. 相似文献
84.
Although universities aim to challenge high-ability students to develop their talents to the full, the question of how to create such challenges remains unanswered. In this study, we examined six different honors courses to discover which factors in the learning environment specifically designed for high-ability students challenged these students and determined how such challenges were established. Perceived challenges (factors and intensity) in the different courses were identified from focus group interviews with students. The interviews were guided by a storyline method which retrospectively discussed students’ experiences of course activities. In addition, course materials and audio-recorded classes were analyzed to describe how challenge was established. Results revealed three challenge factors: autonomy, complexity, and teacher expectations, similar to the ones found in a previous, single-case study. Results showed that the greatest challenge was experienced when the three factors were simultaneously experienced in the learning environment. These three challenge factors were manifested in various and sometimes very subtle ways through course design (e.g. open structure of assignments) and class interactions (e.g. particular ways of questioning). 相似文献
85.
Alessandro Moura Zagatto Miran Kondric Beat Knechtle Pantelis Theo Nikolaidis Billy Sperlich 《Journal of sports sciences》2018,36(7):724-731
Table tennis is a racket sport characterised by an intermittent movement profile, including short rallies interspersed with short breaks. In contrast to other racket sports, information is lacking regarding the: (i) physiological responses during table tennis matches and training; and (ii) practical recommendations for enhancing aerobic and anaerobic performance in table tennis by improving cardio-metabolic and neuro-muscular fitness, anthropometry and nutritional strategies. Therefore, this review article attempts to narratively provide an overview of the physiology of table tennis by describing the metabolic mechanisms underlying match play and outlining a framework for practical recommendations for improving cardio-metabolic and neuro-muscular fitness, anthropometry as well as nutritional strategies. A second aim was to stimulate future research on table tennis and to point out study limitations in this context. In general, the most important finding is that the rally duration is short at around 3.5s, with a longer rest time of around 8–20s, resulting in an effort-rest ratio ranging from 0.15 to 0.22 in official matches and energetic demands during match relatively low. Future studies should focus on the relationship between energetic demand and table tennis performance with a view to predicting performance in table tennis using physiological parameters. 相似文献
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88.
Caching ist ein bewährtes Mittel, um die Skalier- und Verfügbarkeit von Systemen zu steigern sowie die Latenzzeit für Benutzeranforderungen zu verkürzen. Im Gegensatz zum Web-Caching, bei dem einzelne Web-Objekte irgendwo längs ihres Aufrufpfades in der Proxy-Kette vorgehalten werden, setzt Datenbank-Caching ausgewachsene Datenbanksysteme als Caches ein, um dort Satzmengen entfernter Datenbanken möglichst adaptiv verwalten und Anfragen darauf auswerten zu können. Verfahren dazu reichen von separat verwalteten materialisierten Sichten über überlappende, aber replikationsfrei gespeicherte Sichten bis hin zu Cache-Groups, in denen parametrisierte Cache-Constraints den Cache-Inhalt spezifizieren. Wir untersuchen anschaulich die verschiedenen Ansätze und ermitteln daraus eine Klassifikation, die den Lösungsraum zu enthüllen hilft. Im Mittelpunkt steht das Konzept der Prädikatsvollständigkeit: Ein Datenbank-Cache verwaltet vollständige Extensionen von Prädikaten, was ihm ermöglicht, Schlüsse über beantwortbare Anfragen zu ziehen. 相似文献
89.
Cyrille A. C. Van Bragt Anouke W. E. A. Bakx Theo C. M. Bergen Marcel A. Croon 《Higher Education》2011,61(1):59-75
The central goal of this study is to clarify to what degree former education and students’ personal characteristics (the ‘Big
Five personality characteristics’, personal orientations on learning and students’ study approach) may predict study outcome
(required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied
Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance.
Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness
the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students
with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The
question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an
advanced level of education. Finally, implications and recommendations for future research are suggested. 相似文献
90.