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Gerhard Stark 《Wiener klinische Wochenschrift Education》2009,4(2):67-76
Ohne Zusammenfassung 相似文献
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Gerhard Nordlund 《Scandinavian Journal of Educational Research》2013,57(1):133-150
Nordlund, G. 1974. Prediction of success in secondary school studies. Scand. J. educ. Res. 18,133‐150. Extensive research in predicting academic success in higher education completed in many countries shows that pupils’ average marks (grade‐point average) is the most accurate predictor. The project described here, which supports earlier research, studied the value of the pupils’ present average marks in predicting their academic performance at secondary schoolj compared the prediction value of their average marks with that of ability and achievement tests, and investigated to what extent the selection of pupils can be improved with the help of marks and test results together. 相似文献
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Gerhard W. Lauth T. Alian Otte Bernd G. Heubeck 《Emotional and Behavioural Difficulties》2013,18(2):117-126
Modern evaluations of parent training programmes seek evidence not only of efficacy in optimal, often university clinic settings, but also of effectiveness under normal field conditions. The Kompetenztraining für Eltern sozial auffälliger Kinder (KES) is a cognitive–behavioural competence training for parents of socially disruptive children. This study tried to complement the investigation of its efficacy by exploring its effectiveness under field conditions. Staff at 14 child guidance centres conducted the training with 88 parents (63.6% mothers; mean age 37.2 years). Effectiveness was assessed by comparing problem behaviour in the child and stress in the family (German versions of Home Situations Questionnaire and Parenting Stress Index) before and after training. Results showed mild to moderate declines in child behaviour problems and moodiness, as well as doubts in the parent role, and stronger effects in more versus less stressed families. Qualitative feedback from the trainers after running the programme was positive. It is concluded that the KES is a sufficiently promising parent training to justify further and more rigorous investigation under field conditions. 相似文献
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Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
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