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121.
Christine Mayer 《History of education》2018,47(4):523-543
Late 19th-century Germany was shaped by industrialisation, technological progress, and urbanisation. Crises of modernisation resulted in a widespread criticism of civilisation that provided ground for the rise of numerous reform movements in various social contexts. They reacted to crises of their time by questioning established conventions, aiming at an overthrow of everything old in the name of the new and created enormous artistic and intellectual potential. This contribution explores the development of two avantgardist streams, the education reform movement and the gymnastics and dance movement, and points out the link that connected modern forms of body education and dance to education reform visions using Hamburg as an example. The willingness to experiment that came with Hamburg’s dedication to radical reform visions was evident not only in the public school system, but also in the emerging arts and culture scene that brought forth new forms of dance and movement. 相似文献
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Richard E. Mayer Andrew T. Stull Julie Campbell Kevin Almeroth Bruce Bimber Dorothy Chun Allan Knight 《Educational Psychology Review》2007,19(4):443-454
The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards
over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper
division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported
and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé,
& Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological
research.
相似文献
Richard E. MayerEmail: |
126.
Richard E. Mayer 《Educational technology research and development : ETR & D》2011,59(2):301-308
This commentary reviews seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small. For each paper, this commentary summarizes exemplary contributions, offers an assessment of what is
exciting, and suggests directions for future research. Some exciting contributions include using new media in an attempt to
promote motivation such as game-making, collaborative wiki construction, and interaction with onscreen agents. Some important
challenges for future research on motivation with new media are to develop testable theories and to collect evidence based
on rigorous methodologies including evidence concerning the relation between motivation and learning outcomes 相似文献
127.
Heinz Mayer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):183-192
Mit dem Erkenntnis des VfGH vom 30.6.2011, G 10/11 wurden die Bestimmungen über den Studienbeitrag in § 91 Abs 1 bis 3 und
8 UG aufgehoben. Davon ausgehend stellt sich die Frage, ob in dem Fall, dass der Gesetzgeber bis zum In-Kraft-Treten der Aufhebung
am 1. M?rz 2012 keine Ersatzregelung für diese Bestimmungen schafft, die Universit?ten selbstst?ndig im Rahmen ihrer Autonomie
mittels Satzung Studienbeitr?ge normieren k?nnen. Der Beitrag kommt zu dem Ergebnis, dass dies bei Zugrundelegung der herrschenden
Lehre über das Wesen der universit?ren Autonomie bejaht werden muss und geht auch auf ?ffentlich ge?u?erte gegenteilige Rechtsmeinungen
ein. 相似文献
128.
Susanne Koerber Daniela Mayer Christopher Osterhaus Knut Schwippert Beate Sodian 《Child development》2015,86(1):327-336
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. 相似文献
129.
Vicki L. Baker Meghan J. Pifer Laura G. Lunsford Jane Greer Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410
In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice. 相似文献
130.
Researchers have highlighted developmental mentoring as being beneficial and judgmental mentoring as hampering the potential positive outcomes of mentoring. We introduce the construct clear mentoring as a beneficial form of mentoring. The findings suggest that newly qualified teachers who perceive higher levels of mentoring characterized by mentees’ opportunities to reflect upon their own practice, openness to different approaches to being a teacher, and an atmosphere of relational trust are more likely to report lower levels of self-efficacy. In contrast, mentees who perceive higher levels of mentoring characterized by clear communication of feedback and advice are more likely to report higher levels of self-efficacy and lower levels of intention to quit. This study contributes to the field of mentoring by illuminating how mentors’ communication of evaluations, advice, and feedback can positively affect mentees, and how mentoring dominated by mentees’ perspectives can negatively affects mentees. 相似文献