Individuelle und kontextuelle Prädiktoren des Fachwissenserwerbs zum Internen Rechnungswesen im Hochschulstudium     

Manuel Förster  Sebastian Brückner  Klaus Beck  Olga Zlatkin-Troitschanskaia  Roland Happ 《Zeitschrift für Erziehungswissenschaft》2016,19(2):375-393

In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well.  相似文献   

Successive and simultaneous picture and passage formats: Visual,tactual, and topical effects     

Charles R. Beck 《Educational technology research and development : ETR & D》1983,31(3):145-152

This study attempted to determine whether there would be a significant difference between (a) simultaneous formats (boards) of pictures and passages and successive formats (booklets) with identical pictures and passages; (b) one simultaneous format (board with manipulative pictures) and another simultaneous format (board with stationary pictures); and (c) a topic of higher interest (THI) and a topic of lower interest (TLI) for each of the formats. The findings suggest that older children may achieve higher levels of learning when exposed to simultaneous formats of pictures and passages. Questionnaire results indicate that the Ss preferred the simultaneous formats and the THI by 2:1 ratios. The research for this study was conducted at Michigan State University.  相似文献   

Memorable Messages as Sources of Hope     

Andy J. Merolla  Gary A. Beck  Alice Jones 《Communication quarterly》2017,65(4):456-480

Based on hope theory, this study examined potential links between hope and memorable messages. Using qualitative methods, the authors coded the content and form of memorable messages in three domains: academics, relationships, and finances. Quantitative analysis then tested if the memorable message characteristics of positivity and efficacy were associated with dispositional and domain-specific hope. Consistent with predictions, participants with higher dispositional hope reported more positive and efficacious messages across message domains. Hierarchical regression analysis suggested that the agency, but not the pathways, dimension of dispositional hope predicted message positivity and efficacy. Regression results also indicated that participants with higher domain-specific pathways reported more efficacious memorable messages.  相似文献   

Perceptions of quality in staff-student written feedback in higher education: a case study     

Katie Dunworth  Hugo Santiago Sanchez 《Teaching in Higher Education》2016,21(5):576-589

This paper reports on the results of an embedded, multiple case study that investigated the views of both lecturers and students on written staff-student feedback in three postgraduate programmes at one UK university. The study sought to uncover how ‘quality written feedback’ is perceived in the higher education environment under investigation. It found that tutors and students were broadly aligned in the features that they identified as constituting quality, which could be categorised within three dimensions: the affective or interpersonal, the orientational and the transformational. The findings suggest that feedback needs to incorporate each of these dimensions if it is to be perceived as being of good quality.  相似文献   

A progression in first-grade children’s thinking about variable and variable notation in functional relationships     

Maria Blanton  Bárbara M. Brizuela  Angela Murphy Gardiner  Katie Sawrey  Ashley Newman-Owens 《Educational Studies in Mathematics》2017,95(2):181-202

Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children’s thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children’s understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not “ready” for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas.  相似文献   

Integrating biological,behavioral, and social levels of analysis in early child development: progress,problems, and prospects     

Granger DA  Kivlighan KT 《Child development》2003,74(4):1058-1063

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Promoting a Culture of Bullying: Understanding the Role of School Climate and School Sector     

Katie A. Farina 《Journal of School Choice》2019,13(1):94-120

Bullying has received increased attention from academics, scholars, and the media over the past decade and a half. The effects of bullying can be devastating and long lasting for victims and bullies alike. Recent prevention efforts and research has focused on the school environment as a whole. As such, two areas of interest that could affect bullying are the roles of school climate and school sector. School sector is important to examine as private schools make up 25% of all schools in the United States and approximately 80% of private school students attended faith-based institutions (Broughman &; Swaim, 2013 Broughman, S. P., &; Swaim, N. L. (2013). Characteristics of private schools in the United States: Results from the 2011-12 private school universe survey (NCES 2013-316). Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. [Google Scholar]). This study utilized the School Crime Supplement to understand how school climate and school sector affect students’ experiences of bullying victimization. Using chi square analysis, propensity score analysis, and multiple regression models (of the total sample, public school sample, and private school sample), as well as Z-score coefficients, findings suggest that a positive school climate predicted less reporting of bullying incidents and that private school students in particular reported a more positive school climate and less bullying.  相似文献   

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities     

Katie M. Miller  Mary E. Little 《Exceptionality》2018,26(2):81-105

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Corporal Punishment and Elevated Neural Response to Threat in Children     

Jorge Cuartas  David G. Weissman  Margaret A. Sheridan  Liliana Lengua  Katie A. McLaughlin 《Child development》2021,92(3):821-832

Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (M_age = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment.  相似文献   

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students     

Worsham  Rachel  DeSantis  Andrea L.  Whatley  Melissa  Johnson  Katie R.  Jaeger  Audrey J. 《Research in higher education》2021,62(7):942-975

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...  相似文献