Distance Learning for Teacher Professional Development in Statistics Education     

Maria Meletiou‐Mavrotheris  Efstathios Mavrotheris  Efi Paparistodemou 《Teaching Statistics》2011,33(1):2-8

We provide an overview of EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course content and resources.  相似文献   

Informal formative assessment: The role of instructional dialogues in assessing students’ learning     

Maria Araceli Ruiz-Primo 《Studies in Educational Evaluation》2011,37(1):15-24

This paper focuses on an unceremonious type of formative assessment - informal formative assessment - in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students’ level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students’ thinking explicit in an unobtrusive manner, and when students’ thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning.  相似文献   

What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment   总被引：1，自引：0，他引：1  

Maria D. Fitzpatrick  David GrissmerSarah Hastedt 《Economics of Education Review》2011,30(2):269-279

Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics.  相似文献   

PAOLA FORCHERI     

Rosa Maria Bottino 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):372-372

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Emotion regulation profiles, temperament, and adjustment problems in preadolescents     

Zalewski M  Lengua LJ  Wilson AC  Trancik A  Bazinet A 《Child development》2011,82(3):951-966

The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N=196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point occurring 1 year apart. LPA identified 5 frustration and 4 anxiety regulation profiles based on children's physiological, behavioral, and self-reported reactions to emotion-eliciting tasks. The relation of effortful control to conduct problems was mediated by frustration regulation profiles, as was the relation of effortful control to depression. Anxiety regulation profiles did not mediate relations between temperament and adjustment.  相似文献   

An analytical framework for the cross-country comparison of higher education governance   总被引：2，自引：0，他引：2  

Michael Dobbins  Christoph Knill  Eva Maria V?gtle 《Higher Education》2011,62(5):665-683

In this article we provide an integrated framework for the analysis of higher education governance which allows us to more systematically trace the changes that European higher education systems are currently undergoing. We argue that, despite highly insightful previous analyses, there is a need for more specific empirically observable indicators of policy change and inertia. We therefore propose a systematic classification of empirical indicators of higher education governance. To do so, we look at three historically entrenched and still highly relevant European models of higher education??academic self-governance, the state-centered model and the market-oriented model. Based on these broader overarching models which reflect the tensions between the state, market and academia, we develop three ideal-types that take internal university governance as well as the role of the state and external stakeholders into account. Against this background, we derive empirical indicators with regard to the institutional balance of power, financial governance, personnel autonomy and substantive matters. Our analytical contribution shall enable scholars, and in particular political and social scientists, to trace ongoing patterns of change and convergence as well as persistence and inertia in higher education governance arrangements.  相似文献   

Prevalence and characteristics of child sexual abuse among spanish university students     

Pereda N  Forns M 《Child abuse & neglect》2007,31(4):417-426

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Hierarchical linear modeling: an overview     

Ciarleglio MM  Makuch RW 《Child abuse & neglect》2007,31(2):91-98

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The European Framework of Languages: A Piloting Sample of Cross‐curricular Strategy     

Paloma Úbeda Mansilla  Ana Maria Roldán Riejos 《Higher Education in Europe》2007,32(2-3):193-202

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On-line learning networks: Framework and scenarios     

Rosa Maria Bottino 《Education and Information Technologies》2007,12(2):93-105

The idea of using the internet as a platform to mediate social interactions and learning at different levels has progressively affirming itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described as on-line learning networks. On-line learning networks create value through the combination of content and people’s knowledge. They can vary widely in the strength and permanence of their connections and the resources necessary to maintain them. Aspects of both a pragmatic and social nature need to be carefully considered in the process of initiation of on-line learning communities. This paper considers learning networks from the perspective of the potential they offer to the strengthening of relationships among institutions, groups, and people sharing a common interest in computer-enhanced learning. Some case studies are analysed and an analytical framework is sketched out to guide observations and to provide a lens through which case studies can be interpreted. The final goal is to delineate a reference for identifying strong and weak elements in virtual networks and to examine under what conditions they are succeeding. In addition, some possible scenarios for on-line networks are delineated along two main lines: the organisation and structure of the network and its level of establishment.

Rosa Maria BottinoEmail:

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