Inventive progress measured by multi-stage patent citation analysis   总被引：3，自引：0，他引：3  

Iwan von Wartburg  Thorsten Teichert  Katja Rost 《Research Policy》2005,34(10):588-1607

Studies of technological change constitute a field of growing importance and sophistication. In this paper we contribute to the discussion with a methodological reflection and application of multi-stage patent citation analysis for the measurement of inventive progress. Investigating specific patterns of patent citation data, we conclude that single-stage citation analysis cannot reveal technological paths or lineages. Therefore, one should also make use of indirect citations and bibliographical coupling. To measure aspects of cumulative inventive progress, we develop a “shared specialization measure” of patent families. We relate this measure to an expert rating of the technological value added in the field of variable valve actuation for internal combustion engines. In sum, the study presents promising evidence for multi-stage patent citation analysis in order to explain aspects of technological change.  相似文献   

Community, joining, and specialization in open source software innovation: a case study   总被引：2，自引：0，他引：2  

Georg von Krogh  Karim R Lakhani 《Research Policy》2003,32(7):1217-1241

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A typical morning in preschool: Observations of teacher–child interactions in German preschools     

Antje von Suchodoletz  Anika Fäsche  Catherine Gunzenhauser  Bridget K. Hamre 《Early childhood research quarterly》2014

The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools.  相似文献   

Local Observed‐Score Kernel Equating     

Marie Wiberg  Wim J. van der Linden  Alina A. von Davier 《Journal of Educational Measurement》2014,51(1):57-74

Three local observed‐score kernel equating methods that integrate methods from the local equating and kernel equating frameworks are proposed. The new methods were compared with their earlier counterparts with respect to such measures as bias—as defined by Lord's criterion of equity—and percent relative error. The local kernel item response theory observed‐score equating method, which can be used for any of the common equating designs, had a small amount of bias, a low percent relative error, and a relatively low kernel standard error of equating, even when the accuracy of the test was reduced. The local kernel equating methods for the nonequivalent groups with anchor test generally had low bias and were quite stable against changes in the accuracy or length of the anchor test. Although all proposed methods showed small percent relative errors, the local kernel equating methods for the nonequivalent groups with anchor test design had somewhat larger standard error of equating than their kernel method counterparts.  相似文献   

Improving the Bandwidth Selection in Kernel Equating     

Björn Andersson  Alina A. von Davier 《Journal of Educational Measurement》2014,51(3):223-238

We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners for being too complex and that it does not offer sufficient smoothing in certain cases. In addition, the bandwidth parameters have been treated as constants in the derivation of the standard error of equating even when they were selected by considering the observed data. Here, the bandwidth selection is simplified, and modified standard errors of equating (SEEs) that reflect the bandwidth selection method are derived. The method is illustrated with real data examples and simulated data.  相似文献   

Computer‐based scaffolding to facilitate students' development of expertise in academic writing     

Antje Proske  Susanne Narciss  Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):136-152

Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer‐based scaffolding (CBS) guiding deliberate practice facilitates students' development of writing expertise. A CBS environment escribo was designed to externally support expert writing activities, generate feedback and offer opportunities to practise corrected performance in academic writing. There were two testing times. First, the effects of practising writing with escribo were compared with the effects of a practice‐only situation without support. Second, a post‐test comprised composing an essay discussing an academic position without scaffolding. Results revealed that the escribo group at both testing times wrote essays of better comprehensibility than students in the practice‐only group. Furthermore, at both testing times the escribo group expended significantly more time on prewriting. These findings suggest that CBS guiding deliberate practice may be a promising means to facilitate the development of writing expertise.  相似文献   

Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666

This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.  相似文献   

Validity of GRE General Test scores and TOEFL scores for graduate admission to a technical university in Western Europe*     

Judith Zimmermann  Alina A. von Davier  Joachim M. Buhmann  Hans R. Heinimann 《European Journal of Engineering Education》2018,43(1):144-165

Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results.  相似文献   

Football,Masculinities and Health on the Gaza Strip     

Gerd von der Lippe 《国际体育史杂志》2014,31(14):1789-1806

This analysis is built on two questions: first, what discourses of a masculinity of resistance maintaining a sense of normality under abnormal conditions are drawn from the interviews of the footballers referred to in this article, and second, to what extent is football experienced as and felt to be a ‘free space of health’ for the Gaza players in a context of war and blockade and in relation to the situation before 2007. To answer these questions, the author interviewed, during July 2011, male athletes, coaches and managers in nine football clubs in Khan Younis and Gaza City. She also conducted 18 qualitative interviews during November 2011 with footballers in the two top Gaza leagues in Rafah, Khan Younis, Gaza City and Shati Prison Camp.  相似文献   

Beliefs,Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?     

von Kotzebue  Lena 《Journal of Science Education and Technology》2022,31(5):570-582

Journal of Science Education and Technology - Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee...  相似文献