LEADER 05375nam 2200637 a 450 001 9910438354603321 005 20200520144314.0 010 $a94-6209-190-0 010 $a94-6209-191-9 024 7 $a10.1007/978-94-6209-191-7 035 $a(CKB)2550000001169588 035 $a(EBL)3034850 035 $a(SSID)ssj0000935692 035 $a(PQKBManifestationID)11522721 035 $a(PQKBTitleCode)TC0000935692 035 $a(PQKBWorkID)10955674 035 $a(PQKB)10110325 035 $a(DE-He213)978-94-6209-191-7 035 $a(OCoLC)850180025 035 $a(nllekb)BRILL9789462091917 035 $a(Au-PeEL)EBL3034850 035 $a(CaPaEBR)ebr10721211 035 $a(CaONFJC)MIL551504 035 $a(PPN)170495302 035 $a(MiAaPQ)EBC3034850 035 $a(EXLCZ)992550000001169588 100 $a20130625d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFrom diagnostics to learning success$b[electronic resource] $eproceedings in vocational education and training /$fKlaus Beck, Olga Zlatkin-Troitschanskaia 205 $a1st ed. 2013. 210 $aRotterdam $cSense Publishers$d2013 215 $a1 online resource (305 p.) 225 0 $aProfessional and VET learning ;$vv. 2 300 $aDescription based upon print version of record. 311 $a94-6209-189-7 311 $a1-306-20253-1 320 $aIncludes bibliographical references. 327 $aPreliminary Material /$rKlaus Beck and Olga Zlatkin-Troitschanskaia -- Defining a Learning Theory Linked to Instructional Theory /$rRobert D. Tennyson -- Universities as a Place of Self-Regulated Vocational Education and Training /$rMarold Wosnitza , Balthasar Eugster and Kerstin Helker -- Trainability, Vocational Skills and Employability /$rJürgen van Buer and Gritt Fehring -- Professional Role Requirements and Universal Morals /$rKlaus Beck -- Situationism in Business Education ? Are Situations the Smallest Didactical Units? /$rThomas Bienengräber -- Basic Competencies as Determinants of Success in Commercial Apprenticeships /$rSusan Seeber and Rainer Lehmann -- Assessing the Value of Knowledge, Skills, Attitudes, Motivation and Emotion from a Pedagogical and an Economic Perspective /$rFritz Klauser and Juliana Schlicht -- What Can Research on Technology for Learning in Vocational Educational Training Teach Media Didactics? /$rStefanie A. Hillen -- Technical Discussions as Supportive Interventions in the Process of Constructivist Teaching and Learning /$rAlfred Riedl and Andreas Schelten -- Social Media: Potentials and Challenges for Vocational Education /$rH.-Hugo Kremer -- The Inferential Construction of Knowledge in the Domain of Business and Economics /$rGerhard Minnameier -- Work-Study Programs for the Formation of Professional Skills /$rWim J. Nijhof and Cindy Poortman -- Improving the Professional Competence of Low-Achieving Apprentices /$rKerstin Norwig , Cordula Petsch and Reinhold Nickolaus -- Structuring and Detecting Competence /$rAndreas Frey and Jean-Jacques Ruppert -- Non-Cognitive Facets of Competence /$rDetlef Sembill , Andreas Rausch and Kristina Kögler -- Adaption of the TSRQ for Financial Behavior /$rNina Bender and Daniela Barry -- Diagnostic Competence of (Prospective) Teachers in Vocational Education /$rEveline Wuttke and Jürgen Seifried -- Standardizing Oral Examinations in Vocational Education and Training /$rChristoph Metzger -- Evaluation ? Reform ? Advancement? /$rPeter Nenniger -- Assessing Research on School Leadership in Germany from an International Perspective /$rJulia Warwas and Ralf Tenberg -- Teachers? Evidence-Based Actions /$rOlga Zlatkin-Troitschanskaia , Jana Seidel and Martin Stump -- Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? ? An International Perspective /$rThomas Deissinger. 330 $aAccelerated substantial progress regarding many fields of production and services imposes pressure upon the labor market. Employers are desperately looking for skilled workers in nearly all technological fields. All over the world this pressure reaches the national systems of vocational education and training. Along with the output orientation turn new standards are imposed, forcing firms and schools to make every endeavor to improve and remodel their programs as well as their practices to reach more and more ambitious goals. To be successful they need the results of scientific research from which they demand reliable information on methods to diagnose the state and learning progress of students and on means to foster and promote competencies of heterogeneous groups of leaners. The book offers 22state-of-the-art articles covering the central fields of vocational education and training and reporting on new and adequate ways to deal with these challenges. 410 0$aProfessional and VET learning ;$v1 606 $aVocational education 615 0$aVocational education. 676 $a370 700 $aBeck$b Klaus$01054112 701 $aZlatkin-Troitschanskaia$b Olga$0850014 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438354603321 996 $aFrom diagnostics to learning success$92486455 997 $aUNINA