185 research outputs found
What do we know about the Pedagogical Content Knowledge of History teachers: A review of empirical research
ΠΡΠΎΡΠΎΠ²ΠΎ-ΠΊΡΠ΅Π΄ΠΈΡΠ½Π° ΡΠΈΡΡΠ΅ΠΌΠ° Π‘ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ Π¨ΡΠ°ΡΡΠ² ΠΠΌΠ΅ΡΠΈΠΊΠΈ
Π£ ΡΡΠ°ΡΡΡ ΡΠΎΠ·Π³Π»ΡΠ΄Π°ΡΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΈ ΡΡΠ½ΠΊΡΡΠΎΠ½ΡΠ²Π°Π½Π½Ρ Π³ΡΠΎΡΠΎΠ²ΠΎ-ΠΊΡΠ΅Π΄ΠΈΡΠ½ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΠΈ Π‘ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ
Π¨ΡΠ°ΡΡΠ² ΠΠΌΠ΅ΡΠΈΠΊΠΈ β ΠΎΠ΄Π½ΡΡΡ Π· Π½Π°ΠΉΠ±ΡΠ»ΡΡ ΡΠΎΠ·Π²ΠΈΠ½Π΅Π½ΠΈΡ
ΠΊΡΠ°ΡΠ½ ΡΠ²ΡΡΡ. ΠΠ»ΡΡΠΎΠ²Ρ ΡΠ»ΠΎΠ²Π°: ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΠΈΠΉ Π±Π°Π½ΠΊ, ΠΊΠΎΠΌΠ΅ΡΡΡΠΉΠ½Ρ Π±Π°Π½ΠΊΠΈ, Π½Π΅Π±Π°Π½ΠΊΡΠ²ΡΡΠΊΡ ΠΊΡΠ΅Π΄ΠΈΡΠ½Ρ ΡΡΡΠ°Π½ΠΎΠ²ΠΈ, Π³ΡΠΎΡΠΎΠ²Π° ΠΎΠ΄ΠΈΠ½ΠΈΡΡ, Π³ΡΠΎΡΠΎΠ²ΠΎ-ΠΊΡΠ΅Π΄ΠΈΡΠ½Π° ΡΠΈΡΡΠ΅ΠΌΠ°.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π΄Π΅Π½Π΅ΠΆΠ½ΠΎ-ΠΊΡΠ΅Π΄ΠΈΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π‘ΠΎΠ΅Π΄ΠΈΠ½Π΅Π½Π½ΡΡ
Π¨ΡΠ°ΡΠΎΠ² ΠΠΌΠ΅ΡΠΈΠΊΠΈ, ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ· Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°Π·Π²ΠΈΡΡΡ
ΡΡΡΠ°Π½ ΠΌΠΈΡΠ°. ΠΠ»ΡΡΠ΅Π²ΡΠ΅ ΡΠ»ΠΎΠ²Π°: ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΠΉ Π±Π°Π½ΠΊ, ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΈΠ΅ Π±Π°Π½ΠΊΠΈ, Π½Π΅Π±Π°Π½ΠΊΠΎΠ²ΡΠΊΠΈΠ΅ ΠΊΡΠ΅Π΄ΠΈΡΠ½ΡΠ΅ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ, Π΄Π΅Π½Π΅ΠΆΠ½Π°Ρ Π΅Π΄ΠΈΠ½ΠΈΡΠ°, Π΄Π΅Π½Π΅ΠΆΠ½ΠΎ-ΠΊΡΠ΅Π΄ΠΈΡΠ½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ°.The problems of functioning of the money-andcredit United States of America are examined in the article, one of the most prosperous countries world. Key words: Central bank, commercial banken, nonbanken of credit institution, money unit, gold-credit system
Teachersβ pedagogical content knowledge of two specific historical contexts captured and compared
PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachersβ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachersβ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK
Time Delays in the Synchronization of Chaotic Coupled Systems with Feedback
The synchronized excitable behavior of two coupled chaotic diode lasers with
feedback was experimental and numerically studied. We determine the relation
between the observed delay times in synchronized Low Frequency Fluctuation
spikes and the coupling and the feedback times in the lasers.Comment: 5 pages, 6 figure
Self-Pulsating Semiconductor Lasers: Theory and Experiment
We report detailed measurements of the pump-current dependency of the
self-pulsating frequency of semiconductor CD lasers. A distinct kink in this
dependence is found and explained using rate-equation model. The kink denotes a
transition between a region where the self-pulsations are weakly sustained
relaxation oscillations and a region where Q-switching takes place. Simulations
show that spontaneous emission noise plays a crucial role for the cross-over.Comment: Revtex, 16 pages, 7 figure
Describing and measuring leadership within school teams by applying a social network perspective
Despite the growing number of studies that acknowledge a crucial role of distributed leadership within schools, limited knowledge exists on how to describe and measure this multi-faceted concept. In a social network study with 130 respondents, from 14 Dutch school teams carrying out collaborative innovation, we theoretically describe three core aspects of the social interaction process of distributed leadership: collective, dynamic, or relational. Furthermore, we empirically explore how to measure all these three aspects of distributed leadership from a social network perspective, whereas most research focuses on either collective or dynamic. Our findings indicate that three network measures (density, reciprocity, indegree centralization) form a coherent combination to measure distributed leadership in school teams in terms of collective, relational, and dynamic, respectively. Furthermore, based on the combination of measures we found differences in distributed leadership between school teams. Thus, adding the relational aspect in addition to the collective and dynamic aspects seems to be informative to measure distributed leadership. Our study motivates to take a social network perspective, instead of the mostly used aggregation approaches, to measure distributed leadership in school teams
- β¦