Informationen des Bundesinstituts für Sportwissenschaft (BISp)

BISp-Informationen

Informationen des Bundesinstituts für Sportwissenschaft (BISp)     

Teachers as mediators: an exploration of situated English teaching

Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers' goal‐oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educational circumstances, emanate from various sometimes contradictory local, national and perhaps broader social and cultural influences on practice. Yet the teachers observed moved smoothly between goal‐oriented behaviours in a continuous and comfortable style, easily and without reflecting any tensions between them. Thus, this article elaborates an account of situated English teaching.     

Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full‐day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio‐psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants.

Probleme und Herausforderungen des Unterrichtens und Lernens in virtuellen 3D Welten: “echte” Lebensfallstudien

Wir hatten zum Ziel, die Eigenschaften und die Gebrauchsweise von 3D‐virtuellen Welten im Zusammenhang mit Unterricht und Lernen zu studieren. Dazu organisierten wir einen ganztägigen Workshop, um den Gebrauch von 3D virtuellen Welten im Bildungsbereich zu erforschen, zu besprechen und zu untersuchen. Dreißig Teilnehmer nahmen an diesem Workshop teil. Alle Gespräche wurden aufgezeichnet und für die Analyse transskribiert. Eine thematische Analyse wurde ausgeführt, um gängige Probleme und Themen herauszufinden. Wir meinen, dass, um virtuelle 3D‐Welten komplett zu verwerten, um darin zu unterrichten und Erfahrungen zu sammeln, Studenten, Tutoren und Bildungseinrichtungen mehreren sozialpsychologischen, pädagogischen und technologischen Herausforderungen gegenüberstehen. Dieser Beitrag beleuchtet und bespricht die Probleme, die innerhalb des Workshops auftauchten und unterstützt ihr Verständnis durch von den Workshopteilnehmern selbst zur Verfügung gestellten Lebenserfahrungen und Fallstudien.

Problèmes et défis de l’enseignement/apprentissage dans des mondes virtuels en 3D: des études de cas empruntés à la vie réelle

Nous avions pour but d’étudier les caractéristiques et les schémas d’usage des mondes virtuels en 3D dans un contexte d’enseignement et apprentissage. Pour y parvenir, nous avons organisé un atelier d’une journée entière pour débattre, explorer et mener une recherche sur l’emploi éducatif des mondes virtuels en 3D. L’atelier a accueilli 30 participants. Toutes les conversations ont été enregistrées et transcrites à des fins d’analyse. On a effectué une analyse thématique pour identifier les problèmes et les thèmes les plus marquants. Nous avons découvert que pour utiliser à fond les mondes virtuels en 3D pour l’enseignement et l’apprentissage, les étudiants, les tuteurs et les institutions éducatives doivent faire face à un certain nombre de défis socio‐psychologiques, pédagogiques et technologiques. Dans cet article l’accent et le débat portent sur les questions qui sont apparues au cours de l’atelier, le tout appuyé sur des expériences de la vie réelle et sur des études de cas fournies par les participants à l’atelier.

Problemas y desafíos de la enseñanza/aprendizaje en mundos virtuales 3D: estudios de casos de la vida real

Nuestro propósito era el estudio de las características y de los esquemas de uso de los mundos virtuales 3D dentro del contexto de la enseñanza/aprendizaje. Para llevar esto a cabo hemos organizado un taller de un día completo para explorar, discutir y investigar el uso educativo de los mundos virtuales 3D. Treinta personas participaron en el taller. Todas las conversaciones fueron grabadas y transcribidas para ser analizadas. Un análisis temático fué realizado para identificar los temas y problemas más destacados. Hemos descubierto que para aprovechar plenamente los mundos virtuales 3D para la enseñanza/aprendizaje, los alumnos, los tutores y las instituciones educativas tienen que hacer frente a un número de desafíos socio‐psicológicos, pedagógicos y tecnológicos. En el artículo los autores destacan y discuten los problemas que han surgido del taller, apoyandoles con experiencias de la vida real y estudios de casos suministrados por los participantes del taller.     

The enrichment triad model for the very young gifted

The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions for educators on how to do this. A real‐life example of a five‐year‐old who successfully completed a Type III project is presented. The role of the teacher in understanding how a young child's differences in social, physical, academic, and emotional development can influence appropriate programming is emphasized.     

Familie, Peers und Bildungsungleichheit. Qualitative Befunde zur interdependenten Bildungsbedeutsamkeit außerschulischer Bildungsorte

This article presents the results of a qualitative triangulation study which explored the development of educational inequality from the perspective of 13-year-olds, their parents and their friends. The article offers new empirical insights into the interaction of the family and peer settings and their importance for the educational biography of pupils aged about 13 and the development of educational inequality. First of all, the requirements for educational research into non-school settings are discussed. Then, the hitherto largely unconnected fields of research into educational biographies, families and peer settings are examined to ascertain how they could contribute to the goal of a qualitative triangulation study. This is followed by a presentation of the questions and the conceptual and empirical methods of our own study, before the results are presented in the form of a typology of the interrelationships. The article concludes with a discussion of the results against the background of the goals formulated at the beginning of the article and considerations about research into the social origins of habitus.     

Popular Illustration

Gerald McConnell and Gene Light's Illustrators 19 (New York: Hastings House, 1978—$26.50)

Evelyn and Leo Farland's Posters by Painters (New York: Abrams, 1978—$8.95, paper)

Robert R. Hartmann's Graphics for Designers (Ames: Iowa State University Press, 1976—price not given, spiral bound)

Peggy and Harold Samuels' The Illustrated Biographical Encyclopedia of Artists of the American West (Garden City, N.Y.: Doubleday, 1976—$25.00)

The Second Norman Rockwell Poster Book (New York: Watson-Guptill Publications, 19777—$6.95, paper)     

Users as innovators? Exploring the limitations of user-driven innovation

Considering users as innovators has gained considerable support over the past 30 years. Eric von Hippel’s work in this area forms a significant part of the theoretical underpinning and evidence behind this concept. Many further studies have been undertaken to support it. It has contributed to our understanding of innovation management in general and new product development in particular. Even so, Lüthje and Herstatt emphasise that empirical findings are scarce and that the most radical innovations of the last 35 years were not developed by users. Thus, in this paper we critically review the lead-user theory and focus on three specific areas of weakness of the lead-user concept (conceptual, methodological, empirical), and argue that improvement in these areas would considerably strengthen its standing. We conclude that although lead users can contribute to the innovation process, this contribution should not be overstated, and that insufficient attention has been paid to the limitations of this theory.     

Unterricht als Feld evidenzbasierter Bildungspraxis?

This paper sketches the debate on evidence-based educational practice focusing on teaching and instruction in schools. The authors review requirements that have to be fulfilled by educational research that aims to provide a basis for educational policy and practice. Specifically, they discuss the challenges that are associated with a notion of a sender-recipient relationship describing research and practice. Models for a stronger research-based connection with the field of educational practice are described. Subsequently, they show how the discourse on teaching and instruction that is prevalent in the educational sciences in Germany illuminates the inherent difficulties when teaching practice is expected to follow scientific evidence. The authors illustrate these two strands of the paper – communication between researchers and practitioners, and opinions about the constitution of ‘good’ teaching and instruction – by excerpts of interviews with researchers and teachers.