Lifelong learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?     

Marko Lüftenegger  Barbara Schober 《Learning and Instruction》2012,22(1):27-36

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these LLL components. Participants in the present study were 2266 fifth, sixth and seventh graders from 125 classrooms. Multi-level analyses showed that perception of autonomy in the classroom is associated with pupils’ motivational beliefs, and that perception that a classroom promotes self-determined performance and self-reflection of learning is a predictor of pupils' monitoring and assessment of learning. Additionally, the extent of perceived autonomy is an important factor in the reduction of gender differences in motivation. The results indicate the importance of providing pupils with appropriate learning contexts to better prepare them for successful LLL.  相似文献   

Does parental homework involvement mediate the relationship between family background and educational outcomes?     

Hanna Dumont  Ulrich Trautwein  Oliver Lüdtke  Marko Neumann  Alois Niggli  Inge Schnyder 《Contemporary educational psychology》2012

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.  相似文献   

Discursive Struggles in Families Formed through Visible Adoption: An Exploration of Dialectical Unity     

Meredith Marko Harrigan  Dawn O. Braithwaite 《Journal of Applied Communication Research》2013,41(2):127-144

This study is the first to provide best practices exclusively for communication about crises that involve issues of culture, ethnicity, and/or race from expert crisis managers' perspectives. Using complexity theory as a framework, this study provides an in-depth, theoretically grounded understanding of managing issues and crises involving culture, ethnicity and/or race through the experiences of 34 senior crisis communicators. Complex insider perspectives suggest that responsibility for crisis management must move beyond any managerial bias to become more organic, normative, inclusive, and community spirited. First, issues and crises involving culture, ethnicity, and/or race are defined, laying a foundation for future theory development on ways these issues can become or exacerbate crises. Second, research participants’ stories coalesce to produce best practices and a useful decision-making framework for practical application in organizations.  相似文献   

Using environmental print to enhance emergent literacy and print motivation     

Michelle M. Neumann  Michelle Hood  Ruth M. Ford 《Reading and writing》2013,26(5):771-793

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Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test     

Irene Neumann  Knut Neumann  Ross Nehm 《International Journal of Science Education》2013,35(10):1373-1405

Given the central importance of the Nature of Science (NOS) and Scientific Inquiry (SI) in national and international science standards and science learning, empirical support for the theoretical delineation of these constructs is of considerable significance. Furthermore, tests of the effects of varying magnitudes of NOS knowledge on domain‐specific science understanding and belief require the application of instruments validated in accordance with AERA, APA, and NCME assessment standards. Our study explores three interrelated aspects of a recently developed NOS instrument: (1) validity and reliability; (2) instrument dimensionality; and (3) item scales, properties, and qualities within the context of Classical Test Theory and Item Response Theory (Rasch modeling). A construct analysis revealed that the instrument did not match published operationalizations of NOS concepts. Rasch analysis of the original instrument—as well as a reduced item set—indicated that a two‐dimensional Rasch model fit significantly better than a one‐dimensional model in both cases. Thus, our study revealed that NOS and SI are supported as two separate dimensions, corroborating theoretical distinctions in the literature. To identify items with unacceptable fit values, item quality analyses were used. A Wright Map revealed that few items sufficiently distinguished high performers in the sample and excessive numbers of items were present at the low end of the performance scale. Overall, our study outlines an approach for how Rasch modeling may be used to evaluate and improve Likert‐type instruments in science education.  相似文献   

A COURSE IN MORAL EDUCATION FOR THE HIGH SCHOOL     

Professor Frank Chapman Sharp Ph.D.  Dr. Henry Neumann 《Religious education (Chicago, Ill.)》2013,108(6):653-680

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Children’s Drawings About “Radiation”—Before and After Fukushima     

Susanne Neumann  Martin Hopf 《Research in Science Education》2013,43(4):1535-1549

Although the term “radiation” has a fixed place in everyday life as well as in the media, there is very little empirical research on students’ conceptions about this topic. In our study we wanted to find out what students associate with this term. In 2009, we asked 509 students (between grade 4 and grade 6) from seven different schools to draw pictures related to “radiation”. This method of children’s drawings was supported by short interviews (n?=?74). The motifs appearing in the drawings were analysed, and we investigated whether or not the age and the sex of the children had any influence on the choice of motifs. One major result was that the older the students were, the more likely they were to choose sources of invisible radiation (nuclear power plants, mobile phones) as their motifs. Nine months after the tragic events in Fukushima (and at the same time 2 years after the 2009 data collection), we replicated the study. This time, we received 516 drawings from the same schools as in the 2009 study (supported by 33 interviews). This replicative trend study made it possible to compare the choice of motifs and discover possible differences. The results of this analysis showed that the drawings of 2011 included significantly more motifs related to radioactivity. This difference was prevalent in the drawings regardless of sex or age differences. Direct references to the Fukushima accident could be found in both the drawings and interviews.  相似文献   

Communicating Student Evaluation of Teaching Results: Rating Interpretation Guides (RIGs)     

Ruth Neumann 《Assessment & Evaluation in Higher Education》2000,25(2):121-134

In the past decade student evaluation of teaching has expanded within Australian universities, with the results of evaluations increasingly being used to make judgements about teaching quality, career advancement and the funding of teaching. An important component of any student evaluation of teaching system is, therefore, the communication of rating results in a manner that enables fair and meaningful interpretations and comparisons of results by the wide range of evaluation users. This paper describes the development in one Australian university of Rating Interpretation Guides (RIGs) which take into account the influence of different teaching contexts on ratings and encourage evaluation users to explore ratings in terms of a range of scores rather than focusing on a single mean score. RIGs represent an important innovation in the communication of evaluation results for both formative and summative evaluation purposes. They are designed to enable meaningful interpretations of ratings which in turn will encourage appropriate use of results.  相似文献   

Avogadro's law deduced from the fundamental principle of the mechanical theory of gases     

Alex Neumann 《Journal of The Franklin Institute》1870,89(5):353-355

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News and Islamist Radicalization Processes: Investigating Muslims’ Perceptions of Negative News Coverage of Islam     

Katharina Neumann  Florian Arendt 《Mass Communication and Society》2018,21(4):498-523

This study investigated how Muslims perceive negative news coverage of Islam and how these perceptions possibly contribute to radicalization processes. Utilizing qualitative interviews with former Islamists, Study 1 indicated that radicalized Muslims perceive a governmental infiltration of the media resulting in negative content. Analyses indicate that perceptual phenomena (hostile media, third person), negation, and anger play an important role in radicalization processes. We built on these findings in Study 2, utilizing a laboratory experiment in which Muslims were exposed to negative news content. Indeed, Muslims engaged in negation, perceived news as hostile, and perceived strong effects on non-Muslim Germans. These effects were stronger among Muslims with religious fundamentalist beliefs. Interestingly, negative news elicited anger, independent of such fundamentalist beliefs.  相似文献