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Background/Aims: The renal function, including the excretion of low-molecular-weight proteins, changes during pregnancy and may cause a urinary excretion of retinol-binding protein (RBP). Whether it is accompanied by a substantial loss of vitamin A ( retinol) has not been established yet. We therefore determined the excretion of retinol and RBP in urine of pregnant women. Methods: The study involved analyses of urine samples from 40 healthy pregnant women and 29 women with pregnancy complications during the third trimester. Analyses of plasma and urine of 7 healthy women and 5 women with pregnancy complications were also carried out 6 weeks antepartum, at time of delivery and 1 week postpartum. Results: Urinary retinol was higher in women who suffered from pregnancy disorders with an influence on maternal metabolism ( p < 0.01). RBP was excreted at substantial concentrations in the urine of all 69 women, but there were no differences between the groups. Women with a concomitant excretion of retinol had higher levels of urinary RBP than those without a retinol excretion ( p < 0.05). Differences in plasma retinol and RBP were not significant. Conclusion: The excretion of urinary retinol may increase significantly during pregnancy complications, which needs further clarification to which extent this condition may negatively affect the vitamin A status in such women. Copyright (C) 2004 S. Karger AG, Basel
Im Rahmen der vorliegenden Studie wurde untersucht, ob das pädagogisch-psychologische Wissen von Lehrkräften die prozessuale Qualität des Physikunterrichts mit Blick auf die Klassenführung und den Lernzuwachs der Schülerinnen und Schüler beeinflusst. Das pädagogisch-psychologische Professionswissen, konzeptualisiert als ein fächerübergreifendes, handlungsleitendes Wissen über Strategien und Mittel zur Unterrichtsgestaltung, wurde über einen Paper-Pencil-Test, bestehend aus einer Skala zum deklarativen und einer Skala zum konditional-prozeduralen Wissen erhoben (Lenske et al. 2015). Als ein grundlegendes Merkmal prozessualer Unterrichtsqualität wurde die Klassenführung anhand von Videoratings zu zwei Messzeitpunkten (zwei Unterrichtsstunden) erfasst. Der Lernzuwachs der Schülerinnen und Schüler wurde über standardisierte Fachwissenstests im Prä-Post-Testdesign gemessen. Die Stichprobe umfasst 34 Gymnasiallehrkräfte und deren Schülerinnen und Schüler (N = 993). Auf Basis eines Complex-Bootstrap-Mediations-Modells zeigte sich, dass das pädagogisch-psychologische Professionswissen über die Klassenführung vermittelt den Lernzuwachs der Schüler und Schülerinnen positiv beeinflusst.
In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N = 993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.