The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures?     

Anne Schüler  Katharina Scheiter  Erlijn van Genuchten 《Educational Psychology Review》2011,23(3):389-411

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley’s working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.  相似文献   

Internal and external influences on vocabulary development in preschool children     

Susanne Ebert  Kathrin Lockl  Sabine Weinert  Yvonne Anders  Katharina Kluczniok  Hans-Günther Rossbach 《School Effectiveness & School Improvement》2013,24(2):138-154

Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller.  相似文献   

Support for School-to-school Networks: How Networking Teachers Perceive Support Activities of a Local Coordinating Agency     

Katharina Sartory  Anja-Kristin Jungermann  Hanna Järvinen 《British Journal of Educational Studies》2017,65(2):143-165

External support by a local coordinating agency facilitates the work of school-to-school networks. This study provides an innovative theoretical framework to analyse how support provided by local education offices for school-to-school networks is perceived by the participating teachers. Based on a quantitative survey and qualitative interview data from a networking project in eight German districts, we argue that in order to enable networks to work independently on innovative reforms, local coordinating agencies should focus on autonomy support, such as training on network management, and on support aimed at establishing significance, i.e. through vision and goal setting.  相似文献   

Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations     

Katharina Maag Merki  Britta Oerke 《Educational Assessment, Evaluation and Accountability》2017,29(1):23-54

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study     

Erin Marie Furtak  Katharina Kiemer  Ruhan Kizil Circi  Rebecca Swanson  Vanessa de León  Deb Morrison  Sara C. Heredia 《Instructional Science》2016,44(3):267-291

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Fostering scientific reasoning in education – meta-analytic evidence from intervention studies     

Katharina Engelmann  Birgit J. Neuhaus  Frank Fischer 《Educational Research and Evaluation》2016,22(5-6):333-349

Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions.  相似文献   

Curricular quality and day‐to‐day learning activities in pre‐school     

Kathy Sylva  Brenda Taggart  Iram Siraj‐Blatchford  Vasiliki Totsika  Katharina Ereky‐Stevens  Rose Gilden 《International Journal of Early Years Education》2007,15(1):49-65

The purpose of this paper is to show how curricular quality is related to the day‐to‐day activities experienced by children and the pedagogical activities of staff, both coded through systematic target‐child observations. Data were drawn from the Effective Provision of Pre‐School Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) studies. Curricular quality was measured by coding the ECERS‐E, an English curricular extension to the well‐known ECERS‐R. In centres scoring high on the ECERS‐E, staff engaged in pedagogical practices that included more ‘sustained shared thinking’ and more ‘direct teaching’ such as questioning or modelling. In high‐scoring centres, children were also observed participating in more activities associated with early reading, emergent writing and active listening. Children in centres assessed as ‘adequate’ spent more time in activities associated with the ‘Physical Development’ and ‘Creative’ curriculum. Thus the ECERS‐E gives higher scores to pedagogical practices and activities where staff take a more active role in children’s learning, including scaffolding young children’s play, especially in the communication and literacy domains of the curriculum.  相似文献   

Qualitätssicherung in Kindertageseinrichtungen     

C.?Katharina Spie?Email author  Wolfgang?Tietze 《Zeitschrift für Erziehungswissenschaft》2002,5(1):139-162

Obwohl heute ein weitgehender Konsens darüber vorliegt, dass der Qualit?tssicherung bei Humandienstleistungen ein ganz besonderer Stellenwert zukommt, fehlt eine systematische Auseinandersetzung mit den Gründen und M?glichkeiten einer solchen Qualit?tssicherung. Am Beispiel der Bildung, Erziehung und Betreuung von Kindern in Kindertageseinrichtungen sollen deshalb in diesem Beitrag systematische überlegungen zu einer Qualit?tssicherung zusammengetragen und diskutiert werden. In einem ersten Teil des Beitrags werden prim?r aus ?konomischer, jedoch auch aus p?dagogischer Perspektive die unterschiedlichen Gründe für eine Qualit?tssicherung au?erhalb des Marktes dargelegt. Eine solche Qualit?tssicherung muss jedoch nicht vom Staat selbst übernommen werden, vielmehr hat dieser lediglich die Rahmenbedingungen für ein funktionierendes Qualit?tssicherungssystem zu setzen. Der Beitrag stellt dar, welche Anforderungen ein solches Qualit?tssicherungssystem prinzipiell erfüllen muss, im Anschluss daran wird überprüft, inwiefern diese Anforderungen im deutschen Kindertageseinrichtungsbereich erfüllt sind. Als Ergebnis kann festgehalten werden, dass das deutsche Qualit?tssicherungssystem zu keinen ausreichenden Ergebnissen führt und daher reformbedürftig ist. Als Ansatzpunkt für solche Reformüberlegungen schlagen wir ein Gütesiegelsystem vor, das — in Kombination mit einer Subjektf?rderung über Kinderbetreuungsgutscheine — wettbewerbliche Elemente nicht nur bei der Zuteilung von Finanzmitteln, sondern auch bei der Qualit?tssicherung nutzbar macht. Damit verspricht das Gütesiegelsystem im Vergleich zum bisherigen System effizienter und effektiver zu sein.  相似文献   

The association of socio-economic factors with physical fitness and activity behaviours,spinal posture and retinal vessel parameters in first graders in urban Switzerland     

Katharina Imhof  Oliver Faude  Lars Donath  Salome Bean-Eisenhut  Henner Hanssen  Lukas Zahner 《Journal of sports sciences》2016,34(13):1271-1280

Socio-economic status during childhood has been shown to be a strong predictor of adult health outcome. Therefore, we examined associations of parental educational level, household income and migrant background with physical fitness, spinal flexibility, spinal posture as well as retinal vessel diameters in children of an urban Swiss region. A total of 358 first graders of the Swiss canton Basel-Stadt (age: 7.3, SD: 0.4) were examined. Physical fitness (20 m shuttle run test, 20 m sprint, jumping sidewards and balancing backwards), spinal flexibility and spinal posture (MediMouse^®, Idiag, Fehraltdorf, Switzerland) and retinal microcirculation (Static Retinal Vessel Analyzer, Imedos Systems UG, Jena, Germany) were assessed. Parental education, household income, migrant background and activity behaviour were evaluated with a questionnaire. Parental education was associated with child aerobic fitness (P = 0.03) and screen time (P < 0.001). Household income was associated with jumping sidewards (P = 0.009), balancing backwards (P = 0.03) and sports club participation (P = 0.02). Migrant background was associated with BMI (P = 0.001), body fat (P = 0.03), aerobic fitness (P = 0.007), time spent playing outdoors (P < 0.001) and screen time (P < 0.001). For spinal flexibility and retinal vessel diameter, no associations were found (0.06 < P < 0.8). Low parental education, low household income and a migrant background are associated with poor physical fitness, higher BMI and body fat percentage and low-activity behaviour.  相似文献   

In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay          下载免费PDF全文

Carina Lüke  Angela Grimminger  Katharina J. Rohlfing  Ulf Liszkowski  Ute Ritterfeld 《Child development》2017,88(2):484-492

Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.  相似文献