Cleaning of platinum     

M. Schwarz 《Journal of The Franklin Institute》1862,74(3):180

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S?ure-Basenhaushalt     

Christoph Schwarz und Rainer Oberbauer 《Wiener klinische Wochenschrift Education》2007,2(1):21-38

Ohne Zusammenfassung  相似文献   

Ibero‐American journals in Scopus and Web of Science     

Rosângela Schwarz RODRIGUES  Ernest ABADAL 《Learned Publishing》2014,27(1):56-62

In this paper we map the scientific journals from Ibero‐American countries indexed in the Web of Science and Scopus. Data were collected from the journals' websites. Of 879 journals in the two databases, Spain accounted for 35.6% of the titles, Brazil 28.5%, and the remaining 11 countries together 35.9%. Medicine had the most titles in almost all countries, with 28.9% of the total, followed by agricultural and biological sciences (particularly in Brazil) with 14.9%, and social sciences with 11.5%. A digital format was used by 95% of the journals and 82% were open access, with an even higher level of open access in Latin America. The publishers were mainly universities (37.7%) and associations (31.1%). Ibero‐American countries, with the exception of Spain, do not have a long tradition as scientific journal publishers, but in the last few years they have gained in importance as players in scientific communication with the use of new business models for journals.  相似文献   

Veränderungen in der sozialen und ethnischen Zusammensetzung der Schülerschaft aus demografischer Perspektive     

Alexandra Schwarz  Horst Weishaupt 《Zeitschrift für Erziehungswissenschaft》2014,17(2):9-35

In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity.  相似文献   

IRT‐Estimated Reliability for Tests Containing Mixed Item Formats     

Lianghua Shu  Richard D. Schwarz 《Journal of Educational Measurement》2014,51(2):163-177

As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's α, Feldt‐Raju, stratified α, and marginal reliability). Models with different underlying assumptions concerning test‐part similarity are discussed. A detailed computational example is presented for the targeted coefficients. A comparison of the IRT model‐derived coefficients is made and the impact of varying ability distributions is evaluated. The advantages of IRT‐derived reliability coefficients for problems such as automated test form assembly and vertical scaling are discussed.  相似文献   

INFUSING SPECIAL EDUCATION CONTENT INTO TEACHER EDUCATION COURSES     

Paula McMurray‐Schwarz  Angela C. Baum 《Journal of Early Childhood Teacher Education》2013,34(2):249-253

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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers     

Bastian  Anton  Kaiser  Gabriele  Meyer  Dennis  Schwarz  Bj&#;rn  K&#;nig  Johannes 《Educational Studies in Mathematics》2022,109(2):205-236

Educational Studies in Mathematics - Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in...  相似文献   

Konzeptueller und logischer Data-Warehouse-Entwurf     

Holger Schwarz 《Informatik - Forschung und Entwicklung》2004,18(2):53-67

Zusammenfassung. Im Data-Warehouse-Bereich gibt es sowohl auf der konzeptuellen als auch auf der logischen Ebene unterschiedliche Modellierungsansätze, deren Entwicklung sich in der Regel an typischen Fragestellungen aus dem Bereich des Online Analytical Processing (OLAP) orientierte. Daneben spielen aber auch andere Ansätze zur Analyse der Daten in einem Data Warehouse eine bedeutende Rolle. Ein wichtiger Vertreter ist Data Mining, mit dessen Hilfe bislang unbekannte Muster und Zusammenhänge in Daten identifiziert werden können. Im vorliegenden Artikel wird untersucht, inwieweit sich die in der Literatur vorgeschlagenen konzeptuellen Datenmodelle für ein Data Warehouse eignen, das OLAP- und Data-Mining-Analysen gleichermaßen unterstützt. Hierzu wird das COCOM-Modell, das auf den Modellierungsmöglichkeiten verschiedener publizierter Modelle aufbaut, vorgestellt und bewertet. Für das logische Schema eines Data Warehouse wird häufig ein sogenanntes Star-Schema oder ein Snowflake-Schema erstellt. Für diese und weitere Schematypen wird analysiert, welchen Einfluss die Wahl des logischen Schemas auf Anwendungen aus den Bereichen OLAP und Data Mining hat. Wichtige Kriterien sind hier unter anderem der Informationsgehalt und die Performanz. Insgesamt zeigt dieser Beitrag, dass das COCOM-Modell und das Star-Schema eine gute Grundlage für den integrierten Einsatz von OLAP und Data-Mining bilden.Eingegangen am 30. April 2002, Angenommen am 25. Juni 2003 CR Subject Classification: H.2.1, H.2.7, H.2.8  相似文献   

Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods     

Christina V. Schwarz  Jason Meyer  Ajay Sharma 《Journal of Science Teacher Education》2007,18(2):243-269

   This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological understandings.

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Christina V. SchwarzEmail:

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Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability     

Brooke A. Moore  Alison G. Boardman  Cristin Jensen Lasser  Kimberly M. Schmidt  Clara E. Smith  Vanessa S. Schwarz 《Teacher Development》2019,23(3):287-306

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers’ daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of 15 middle school science, social studies, and language arts teachers. Findings indicated that high-integration teachers embedded CSR lessons into their curriculum and reinforced CSR strategy use throughout the week. These teachers also felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching.  相似文献