TY - JOUR A1 - Wende, Wolfgang A1 - Wojtkiewicz, Wera A1 - Marschall, Ilke A1 - Heiland, Stefan A1 - Lipp, Torsten A1 - Reinke, Markus A1 - Schaal, Peter A1 - Schmidt, Catrin T1 - Putting the plan into practice implementation of proposals for measures of local landscape plans JF - Landscape research N2 - The knowledge of the effectiveness of local landscape planning in Germany is in the main limited to particular cases and derives mostly from qualitative single case studies. This applies especially to the implementation of measures defined by landscape plans. To fill that gap, the paper focuses on the implementation of those measures. Furthermore, it discusses the factors and framework conditions which are crucial for this implementation. The potential factors and conditions of influence were derived from theory and compiled in 20 investigation hypotheses. In order to gain information on the execution of the measures, 28 randomly selected plans were first analysed, then interviews were carried out with administration representatives. It can be stated that landscape planning has positively influenced the development of nature and landscape in the investigated municipalities. A considerable number of measures had been implemented, although landscape planning as a supply-side instrument proposes generally a very large number of measures. Factors with a positive effect on the implementation of landscape planning measures are pointed out. KW - Landscape planning KW - nature conservation KW - effectiveness KW - quantitative research KW - Germany KW - municipality Y1 - 2012 U6 - https://doi.org/10.1080/01426397.2011.592575 SN - 0142-6397 VL - 37 IS - 4 SP - 483 EP - 500 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Kirschner, Sophie A1 - Borowski, Andreas A1 - Fischer, Hans E. A1 - Gess-Newsome, Julie A1 - von Aufschnaiter, Claudia T1 - Developing and evaluating a paper-and-pencil test to assess components JF - International journal of science education N2 - Teachers’ professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers’ professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers’ CK or PK, cognitive abilities, computational skills, or science knowledge. KW - Pedagogical content knowledge KW - physics education KW - teacher knowledge KW - quantitative research Y1 - 2016 U6 - https://doi.org/10.1080/09500693.2016.1190479 SN - 0950-0693 SN - 1464-5289 VL - 38 SP - 1343 EP - 1372 PB - Royal Society of Chemistry CY - Abingdon ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - Mixed methods for research into higher education BT - Solving the problem of institutionalized introspection? JF - Theory and method in higher education research N2 - Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely been explicitly applied in higher education research. This is somewhat surprising because mixed methods and empirical research into higher education seem to be a perfect match for several reasons: (1) the role of the researcher, which is associated with strong intersections between the research subject and the research object; (2) the research process, which relies on concepts and theories that are borrowed from other research fields; and (3) the research object, which exhibits unclear techniques in teaching and learning, making it difficult to grasp causalities between input and results. Mixed methods approaches provide a suitable methodology to research such topics. Beyond this, potential future developments underlining the particular relevance of mixed methods approaches in higher education are discussed. KW - Mixed methods KW - methodology KW - empirical research KW - higher education KW - qualitative research KW - quantitative research Y1 - 2019 SN - 978-1-83867-841-8 SN - 978-1-83867-842-5 U6 - https://doi.org/10.1108/S2056-375220190000005008 SN - 2056-3752 VL - 5 SP - 111 EP - 127 PB - Emerald Publishing Limited CY - Bingley ER -