Author Notes
In: Sustainable Food and Beverage Industries, S. 281-284
8 Ergebnisse
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In: Sustainable Food and Beverage Industries, S. 281-284
In: Analysis of Poverty Data by Small Area Estimation, S. 427-430
In: Rechtsphilosophie und Rechtstheorie, S. 278-278
In: Die Eurokrise vor dem Bundesverfassungsgericht, S. 551-551
In: Proceedings of the Joint Workshop on Bibliometric-enhanced Information Retrieval and Natural Language Processing for Digital Libraries (BIRNDL 2016), S. 84-92
"In this paper we describe a case study where researchers in the social sciences (n=19) assess topical relevance for controlled search terms, journal names and author names which have been compiled by recommender services. We call these services Search Term Recommender (STR), Journal Name Recommender (JNR) and Author Name Recommender
(ANR) in this paper. The researchers in our study (practitioners, PhD students and postdocs) were asked to assess the top n preprocessed
recommendations from each recommender for specific research topics which have been named by them in an interview before the experiment. Our results show clearly that the presented search term, journal name and author name recommendations are highly relevant to the researchers topic and can easily be integrated for search in Digital Libraries. The average precision for top ranked recommendations is 0.749 for author names, 0.743 for search terms and 0.728 for journal names.
The relevance distribution differs largely across topics and researcher types. Practitioners seem to favor author name recommendations while postdocs have rated author name recommendations the lowest. In the experiment the small postdoc group favors journal name recommendations." (author's abstract)
In: Empirische Bildungsforschung. Der kritische Blick und die Antwort auf die Kritiker., S. 45-71
Der Beitrag geht von den unterschiedlichen Argumentformen aus, die unter dem Namen "Bildungstheorie" und "Bildungsphilosophie" anzutreffen sind, problematisiert deren Verständnis und klärt damit die Relation von "Bildungstheorie" und "Bildungsforschung". Vor diesem Hintergrund wird ein theoretisches Konzept von Bildung expliziert und belegt, dass Bildungstheorie auf empirische Forschung angewiesen ist. Konzentriert auf "Grundbildung" und den Begriff "Kompetenz" wird schließlich aufgewiesen, dass deren Thematisierung in PISA und in der weiteren empirischer Bildungsforschung sich mit der Theorie von "Bildung" nicht nur verträgt, sondern die Hintergrundtheorie dieser Forschungen darstellt. (DIPF/Orig.).;;;The article discusses (i) the different form of arguments in the field of the theory and philosophy of "Bildung", criticizes (ii) their implications and explains (iii) the relations between the theory of Bildung and the research in this field. Following these explanations and distinctions the author presents, shortly, his own theoretical concept of "Bildung" and than, concentrated on "basic education for all" ("Grundbildung"), he tries to demonstrate, on the one hand, that empirical research in this field is systematically indispensable and, on the other hand, that large-scale-assessments like PISA can be interpreted as a well legitimized theoretical and methodological form of such research. (DIPF/Orig.).