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191.
192.
The critical challenge of recruiting, preparing, and retaining high-quality mathematics and science teachers for high-need urban schools is complex. Therefore, identifying factors that support and impede a teaching residency program’s implementation may have the potential to build an effective initiative that will benefit all stakeholders. The purpose of our study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program, a federally funded program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context. Our findings have the potential to inform policy-makers, school administrators, university directors of school partnerships, and other individuals who have direct influence on teacher recruitment and retention. 相似文献
193.
Abstract Oudejans, Bakker, and Beek (2007) recognize several relevant aspects of offside judgements in association football in the paper by Helsen, Gilis, and Weston (2006). We agree that the existing knowledge base on offside assessment needs to be expanded for two reasons. First, from a theoretical point of view it is important to examine how assistant referees can learn to deal with the limitations of the human visual information processing system. Second, from a practical point of view it is relevant to understand better refereeing performances and to identify potential explanations for incorrect offside decisions that could impact on the final outcome of the game. Oudejans et al. (2007) believe we both misinterpreted the optical error hypothesis and that our data set was unsuited to test it. Below, we react to these comments. 相似文献
194.
Peter Krustrup Werner Helsen Morten B. Randers Jesper F. Christensen Christopher MacDonald Antonio Natal Rebelo 《Journal of sports sciences》2013,31(11):1167-1176
Abstract Time-motion analyses and physiological measurements were performed to investigate the physiological demands of football referees (n = 15) and assistant referees (n = 15) in international games and to examine whether high-intensity running (HIR) correlates to the referees' ability to keep up with play. Total distance covered (10.27 ± 0.90 vs. 6.76 ± 0.83 km) and HIR (1.92 ± 0.58 vs. 0.97 ± 0.22 km) was higher (P < 0.05) for referees than assistant referees, while sprinting distance was not different. Referees covered 0.89 ± 0.37 km by backwards running and assistant referees covered 1.54 ± 0.66 km by sideways running. Mean heart rate was higher (P < 0.05) for referees than assistant referees (150 ± 3 vs. 123 ± 3 b.p.m.), whereas blood lactate was not different. Backwards/sideways running decreased (P < 0.05) from the first to the last 15-min period for referees (49%) and assistant referees (42%), whereas HIR was unaltered. HIR was inversely correlated with the five highest distances from infringements in both halves (r = ?0.60 and ?0.58, P < 0.05). In conclusion, international match officials carry out an important amount of HIR throughout games, while low-intensity and unorthodox running activities are reduced during games. Referees performing the most high-intensity work are better to keep up with play. The match activities differ significantly between referees and assistant referees, which should be considered in training and testing procedures. 相似文献
195.
Sebastian Peter Korinth Olaf Dimigen Werner Sommer Zvia Breznitz 《Reading and writing》2016,29(6):1245-1268
The Reading Acceleration Program (RAP), which uses adaptively increasing text erasure rates to enforce reading rate improvements, has been positively evaluated in various languages, reader and age groups. The current study compared the established incremental increase of text erasure rate with a training using fixed erasure rates in two groups of young, non-impaired German adults. Eye-tracking measures prior and post training examined training-related changes of eye-movement patterns. Equal gains in reading performance in both training groups led to the conclusion that not the adaptive increase but already text erasure at fixed rates provides an economically efficient tool for the enhancement of reading rates. Furthermore, eye-tracking results suggest that text erasure training affects word processing not only at one specific level, but simultaneously at pre-lexical, lexical, and post-lexical stages. Although these outcomes are promising, further research is necessary to determine the optimal individual erasure rates that preserve good comprehension at varying levels of text difficulty and in different orthographies. 相似文献
196.
Werner Hauser Peter Reininghaus Christian Schweighofer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(3):70-80
Die Novelle BGBl I 2007/89 des FHStG führte zu einigen wesentlichen ?nderungen im Fachhochschul-Studienrecht. Sie brachte
einerseits die Etablierung einer Studierendenvertretung im Fachhochschul-Bereich sowie andererseits Vorgaben für die (arbeitsrechtliche)
Stellung von Lehrbeauftragten. Im folgenden Beitrag werden diese beiden Neuerungen dargestellt und einer kritischen Betrachtung
unterzogen, wobei sich – dies sei vorweggenommen – einige Punkte als durchaus problematisch und daher verbesserungswürdig
erweisen. 相似文献
197.
Christian Förtsch Sonja Werner Lena von Kotzebue Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. 相似文献
198.
Werner Vogd 《Zeitschrift für Erziehungswissenschaft》2005,8(1):112-133
Zusammenfassung Das moderne Erziehungssystem kann im Hinblick auf seine Komplexit?t, seine Paradoxien und Probleme durch die Luhmannsche Systemtheorie
in recht differenzierter Form beschrieben werden. Es stellt sich jedoch die Frage, wie nun die theoretischen Analysen in eine
gegenstandsad?quate empirische Forschung übersetzt werden k?nnen. Zun?chst ist davon auszugehen, dass anspruchsvolle Theorieprogramme,
die selbstreferenzielle Prozesse abbilden und polykontexturale Verh?ltnisse beschreiben, als empirisches Forschungsprogramm
eher mit qualitativen Methoden umgesetzt werden k?nnen. Aufgrund ihrer Theoriesprachen als auch von ihren unterschiedlichen
Traditionen her scheint die rekonstruktive Sozialforschung mit der soziologischen Systemtheorie jedoch zun?chst wenig kompatibel.
Da Letztere als soziologische Disziplin zumindest in abstrakter Form von empirischen Sachverhalten handelt, erscheint es lohnend,
den ihr implizit schon immer gegebenen empirischen Gegenstandsbezug methodologisch zu explizieren. Sie müsste sich dann auch
als eine rekonstruktive Sozialwissenschaft verstehen. In diesem Beitrag soll nun am Beispiel der dokumentarischen Methode
im Sinne von Ralf Bohnsack aufgezeigt werden, wie sich die Systemtheorie für empirische Forschung aufschlie?en l?sst. Es kann gezeigt werden, dass dies
durchaus theoriekonform, d.h. ohne den Rekurs auf subjektphilosophische Positionen und unter Beibehaltung der multiperspektivischen
Beobachterperspektiven der Systemtheorie, m?glich ist. Eine in diesem Sinne verstandene erziehungswissenschaftliche Forschung
k?nnte sich nun sowohl empirisch als auch theoretisch begründet den komplexen Verh?ltnissen ihrer Gegenst?nde, etwa der Erziehung
in Schule und beruflicher Ausbildung, stellen. Die überlegungen werden am Beispiel einer Belehrung eines angehenden Arztes
verdeutlicht.
Summary Complex Educational Science: Beyond Theories Lacking Empiricism and Empiricism Lacking Theory — An attempt at a bridge between system theory and reconstructive social research The modern education system, its complexity, paradoxes and problems, can be described quite adequately using Luhmann’s System Theory. The question remains, however, on how to operationalize these theoretical analyses for an empirical research which remains adequate to its object. It may be assumed that qualitative methods are most suitable for empirical research programs which integrate sophisticated theories, reflect self-referential processes and describe poly-contextual relationships. Yet, due to its theoretical language and differing traditions, reconstructive social research appears incompatible with sociological system theory. Since the latter — as social discipline — relates to empirical occurrences, at least in an abstract manner, it would appear helpful to explicate the implicit empirical relationship to objects within the theory. It could then be seen as a reconstructive social science. This paper will demonstrate how system theory can be accessed for empirical research using the example of the documentary method according to Ralf Bohnsack. It can be shown that this can be achieved in a way which conforms with the theory, i.e. without having to revert back to subject-bound philosophical positions and maintaining the multi-perspective observer-status of system theory. An educational research under these terms can confront — both empirically and theoretically — the complex relationships, which its object of research tends to present, e.g. in school education and vocational training. These reflections will be clearly demonstrated using the example of doctors’ training.相似文献