Transport Policy, Acceptance and the Media

The last two decades have seen a substantial change in the basic philosophy underlying European transportation policy. Due to the Commission's efforts and due to supporting jurisdiction by the European Court of Justice the dominant approach to transportation policy has become far more market oriented. This change of approach in transportation policy will only be successful and sustainable if the problem of acceptability will be solved. For researchers this entails that their perspective must change from the normative to the positive aspects of transportation policy-making. This paper reports work undertaken within research project TIPP (Transportation Institutions in the Policy Process) funded by the European Commission. In this work it has been attempted to develop a theoretical structure that merges the positive economic theory of regulation with cognitive psychology and traffic psychology. This theoretical structure offers a matrix of actors and factors that are seen to be essential for success or failure in the implementation of a certain measure of transport policy. Four case studies were carried out in order to check the plausibility of this approach. The case studies are the failure of the German Railway (Deutsche Bahn AG) to introduce a new tariff system in passenger transport in the period 2002-2003, the attempt to introduce a toll for HGVs in Germany, the failure to operate a private tolled motorway in Hungary (M1/M15), the failure to introduce a road-pricing system in the densely populated Randstad area in the Netherlands. --Transportation Policy,Europe,Common Transport Policy,Transport Regulation,Acceptability

Fünf evidenzbasierte Heuristiken für den Einsatz von Video in der universitären Lehrerausbildung

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning. (DIPF/Orig.)Der Beitrag liefert eine Forschungssynthese zur Nutzung von Video in der universitären Lehrerausbildung. Die Forschung wird dahingehend zusammengefasst, welche Ideen derzeit verfolgt werden und welche Evidenzen zur Nutzung von Video vorliegen. Basierend auf dem Forschungsstand leiten die Autoren fünf forschungsbasierte Heuristiken zum Einsatz von Video ab. Die Forschungsergebnisse einer Reihe ausgewählter Studien werden genutzt, um die Heuristiken weiter zu spezifizieren. Es werden Erfahrungsregeln vorgestellt, wann, wie und warum Video in der universitären Lehrerbildung eingesetzt werden kann. Die Erfahrungsregeln sollen helfen, Stärken und Schwächen von Video als ein Medium zur Unterstützung des Lernens von Lehramtsstudierenden zu klären. (DIPF/Orig.

Lehrerbildung an der TUM School of Education

An der Technischen Universität München fand im Oktober 2009 die Inauguration der TUM School of Education, einer neuen Fakultät für Lehrerbildung und Bildungsforschung, statt. [...] Organisatorisch trägt die TUM School of Education die Verantwortung für die Lehrerbildung an der Technischen Universität München. Wie Strukturen und Aufgaben der School of Education gefasst sind, wird im zweiten Abschnitt dieses Beitrags ausgeführt, bevor dann im dritten Teil wesentliche Elemente des Lehrerbildungsprogramms vorgestellt werden. Der Beitrag beginnt mit einer Skizze von Zielvorstellungen für eine zukunftsorientierte und verantwortungsbewusste Lehrerbildung, die aktuelle Herausforderungen aufgreift. (DIPF/Orig.

Corporate Social Responsibility in der Textilbranche : eine Fallanalyse am Beispiel des Modelabels Armedangels

Unternehmen werden angehalten einen freiwilligen Beitrag zu leisten, im Sinne von ökologischer und sozialer Nachhaltigkeit. Demnach können soziale Missstände beseitigt und auf umweltschonende Maßnahmen im betrieblichen Kreislauf geachtet werden. Durch den stattfindenden Wertewandel der Konsumenten wird die Übernahme von Verantwortung für die Unternehmenspositionierung wichtiger. Das führt zum strategischen Einsatz von CSR Maßnahmen, welche auf verschiedenen Kanälen kommuniziert werden. Diese Arbeit führt die grundlegenden Begriffe für Corporate Social Responsibility auf, stellt Instrumente für die Textilindustrie zusammen und analysiert die praktische Umsetzung und Kommunikation an einem Modelabel. Daraus werden abschließend Erfolgsregeln für ein CSR Konzept abgeleitet

Transport Policy, Acceptance and the Media

The last two decades have seen a substantial change in the basic philosophy underlying European transportation policy. Due to the Commission's efforts and due to supporting jurisdiction by the European Court of Justice the dominant approach to transportation policy has become far more market oriented. This change of approach in transportation policy will only be successful and sustainable if the problem of acceptability will be solved. For researchers this entails that their perspective must change from the normative to the positive aspects of transportation policy-making. This paper reports work undertaken within research project TIPP (Transportation Institutions in the Policy Process) funded by the European Commission. In this work it has been attempted to develop a theoretical structure that merges the positive economic theory of regulation with cognitive psychology and traffic psychology. This theoretical structure offers a matrix of actors and factors that are seen to be essential for success or failure in the implementation of a certain measure of transport policy. Four case studies were carried out in order to check the plausibility of this approach. The case studies are the failure of the German Railway (Deutsche Bahn AG) to introduce a new tariff system in passenger transport in the period 2002-2003, the attempt to introduce a toll for HGVs in Germany, the failure to operate a private tolled motorway in Hungary (M1/M15), the failure to introduce a road-pricing system in the densely populated Randstad area in the Netherlands

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are described. Moreover, the extent to which personal factors are related to the use of evidence is investigated. In an exploratory study, 58 teacher educators from higher education participated in an online survey. The results reveal that teacher educators generally have a positive attitude toward evidence-based practice. They use evidence regularly, both for individual learning and for teaching purposes. Furthermore, the study reveals that teacher educators with more experience in research and teaching have a more positive attitude toward evidence-based practice and higher uses of evidence. In comparison, less experienced teacher educators perceived more challenges. It is discussed, how teacher educators can be supported in their professional learning, particularly in light of the increasing scientific knowledge base in education

Social or Economic Goals? : The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University

Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5,857 second-year university students of the German National Educational Panel Study, three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented toward social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations

Social or economic goals? The professional goal orientation of students enrolled in STEM and non-STEM majors in university

Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5,857 second-year university students of the German National Educational Panel Study, three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented toward social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations

Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli

Studie, které zkoumají pozornost učitelů skrze eye-tracking vykazují velkou různorodost co se týče stylu reportování a pohledu na kvalitu dat. Důvodem může být to, že eye-tracking je v oblasti výzkumu učitele poměrně novou metodou a systematická metodologická doporučení prozatím neexistují. To se týká především kvality sbíraných dat (tedy přesnosti) a způsobu jejich zpracování skrze vykreslení dynamických oblastí zájmu (areas of interest, AOI) ve video stimulech. Předkládaná studie zkoumá vliv různých hladin akceptované přesnosti dat na počet fixací a tři způsoby vykreslení AOI (AOI ve tvaru žáka kreslená pomocí křivek; AOI tváře žáka kreslená pomocí oválů; AOI oblasti žáka vykreslená obdélníkem) na standardní eye-trackingové proměnné: počet fixací, počet pohledů (glances) a délka fixace. 62 účastníků sledovalo video stimul s pěti označenými žáky, kteří představovali cílové AOI. Byla provedena jednoduchá analýza rozptylu s cílem určit vliv různých hladin přesnosti dat (>1°, > 0.5° to ≤ 1.0°, and ≤ 0.5°) na počet ficaxí. Vliv tří typů vykreslení dynamických AOI byl zkoumán pomocí několika jendofaktorových analýz rozptylu s opakovaným měřením. Výsledky neukázaly významný rozdíl mezi jednotlivými hladinami přesnosti. Významné rozdíly byly ale pozorovány u různých typů AOI. Při použití obdélníků bylo zaznamenáno více fixací a více návštěv AOI než u dalších dvou typů AOI. Nejdelší průměrné fixace byly zaznamenány u AOI zaměřených pouze na tváře žáků. Tyto výsledky nazančují, že je nutné zvážit výběr tvaru AOI v závislosti na výzkumné otázce a pozice AOI v prostoru a zároveň věnovat pozornost přesnosti dat.Studies that investigate teacher attention via eye-tracking methodology display variety in their reporting styles and consideration of their data quality. This may be due to the fact that eye-tracking has been newly introduced in teacher research, and systematic guidelines are not yet established. This especially accounts for the influence of the quality of the raw data (i.e., accuracy level) and the way that the raw data is processed through the drawing of dynamic areas of interest (AOIs) in video stimuli. The present study investigates the influence of various accepted accuracy levels on the number of fixations and three variations of AOI drawings (student shape, indicated by outlined areas; face, indicated by ovals; and student area, indicated by rectangles) on common eye-tracking metrics: number of fixations, glances, and fixation duration. Sixty-two participants observed a video stimulus with five marked students as the targeted AOIs. A one-way ANOVA was conducted to examine the influence of different accuracy levels (>1°, > 0.5° to ≤ 1.0°, and ≤ 0.5°) of the data on the number of fixations, while the effect of three different dynamic AOI shapes (student shape, face, rectangle) was investigated with a series of repeated-measure one-way ANOVAs. The results indicated no significant difference between the accuracy levels and the number of fixations. For the different AOI shapes, significant differences were observed. When using rectangles, more fixations and glances were recorded in contrast to the other two forms. The average fixation duration was greatest when only the faces were marked. This indicates that depending on the research question and the position of the AOIs, researchers may choose different forms of AOIs and consider the accuracy of their data