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A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
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| Heidrun StoegerEmail: |
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Despite being plagued by serious conceptual problems, underachievement ranks among the most popular constructs in research on the gifted. Many of its problems have their roots in the use of the IQ as the supposedly best method of measuring ability levels. Only a few decades ago the opinion was still widespread that the IQ-based construct of underachievement, having withstood neither its empirical nor its theoretical test, ought to be abandoned. Since then, some points of criticism have simply been forgotten. In this article we therefore take up and follow a few of the broken threads within the discussion. To this end, we present a thorough analysis of the implications of the IQ-based underachievement concept. First we present a definition of underachievement and provide a brief overview of the history of the construct. We then enumerate the theoretical, methodological, and empirical problems of the IQ-based construct. 相似文献
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Anne Lohmann Heidrun Wulfekühler Silvia Wiedebusch Gregor Hensen 《International Journal of Inclusive Education》2013,17(12):1232-1247
ABSTRACTParents’ attitudes towards inclusive education in day care facilities in the city and rural district of Osnabrueck in Germany were assessed by conducting a written survey (N?=?809). In the survey, parents indicated their perceptions of advantages and risks of inclusion for children with and without special needs. The interviewed parents perceived more advantages than risks for both groups of children. The results of the assessment varied depending on the kind of child care facility. The paper concludes with recommendations for future research and about how institutions should develop to adequately go about the implementation of inclusive education. 相似文献
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Heidrun Allert Christoph Richter Wolfgang Nejdl 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):701-715
Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second‐Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach. 相似文献
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Heidrun Stoeger Julia Steinbach Stefanie Obergriesser Benjamin Matthes 《High Ability Studies》2014,25(1):5-21
Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. 相似文献
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Background
Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work.Method
In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures.Results
Analyses indicate that FMS related less strongly than grapho‐motor skills to emergent literacy skills. Controlling for grapho‐motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills.Conclusions
The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho‐motor skills – even when devoid of the cognitive knowledge of letters – did.Implications for practice
What is already known about this topic
- Fine motor skills (FMS) are considered an important school readiness indicator
- FMS play a role in cognition and language development
- Some research suggests that FMS might be important for reading
What this paper adds
- First study to look differentially at FMS and emergent literacy
- FMS was considered separately from grapho‐motor and handwriting skill
- Links between these motor skills and a broad range of emergent literacy and cognitive skills were investigated
Implications for practice and/or policy
- FMS may be important in the development of grapho‐motor skills
- Grapho‐motor skills appear, in turn, linked to reading
- Fostering children's grapho‐motor skills may be important in kindergarten