Diversity,Doctoral Education and Policy     

Ruth Neumann 《高等教育研究与发展》2002,21(2):167-178

This paper argues the importance of diversity for research and doctoral education and the key role of policy in encouraging it. It considers the impact of higher education policy on diversity in doctoral education through the three prevailing themes of cost, concentration and relevance, illustrating in each instance both positive and negative influences. It is a time of dynamic change where the role and purposes of doctoral study and the role and production of knowledge in society are changing. Policy plays an important part in leading and shaping this development.  相似文献   

School-based assessment in the 1986 NSW higher school certificate     

Brian Low  Moya Adams  Sam Ball  George Cooney  Ruth Neumann 《The Australian Educational Researcher》1988,15(3):11-23

The paper reports an evaluation of the introduction of a school-based assessment component into the 1986 NSW Higher School Certificate. A research team from Macquarie University and the University of Sydney monitored the processes of assessment policy development in eight Sydney schools during 1985 and 1986. These case studies of process and product were supplemented in 1986 by studies in ten NSW country high schools. A survey of teachers and students in a random sample of 58 high schools in NSW was completed towards the end of 1986. The results of the case studies and the survey are discussed within the following framework: Information Flow from the Board of Senior School Studies to the Schools; Policy Development in Schools; Features of Assessment Policies and their Implementation; and the Impact of Assessment on Classroom Practices and Relationships in the Classroom.  相似文献   

The reward-support framework and faculty commitment to their university     

Yoram Neumann  Edith Finaly-Neumann 《Research in higher education》1990,31(1):75-97

The present study examined faculty commitment to their university across hard and soft sciences and across pure and applied fields. Within each field, faculty commitment was separately examined for each career stage and for each level of research productivity. Furthermore, this study assessed (separately for each field) the relative powers of rewards and support variables, derived from the exchange framework, in explaining faculty commitment. A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education, was surveyed by means of a questionnaire. The major findings of the study suggest that the reward-support framework plays a meaningful role, although distinctly different for hard and soft sciences, in determining faculty commitment to their university in each of the four fields. The relative power of rewards in explaining faculty commitment is stronger in hard sciences and weaker in soft sciences whereas a reversed pattern is found for support indicators. In addition, faculty commitment to their university varies across fields, career stages, and levels of research productivity (only for hard sciences).  相似文献   

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students     

Tobias Tempel  Roland Neumann 《Journal of Experimental Education》2016,84(4):702-722

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In Experiment 2, all participants initially memorized words related to failure, but one experimental condition subsequently required the intentional forgetting of these words, thereby, decreasing the words’ activation in memory. The performance of highly test-anxious participants in unannounced cognitive ability tests following the memorizing phase profited from the activation of failure-related concepts. Experiment 3 replicated this finding by contrasting a condition priming failure–related concepts with a neutral control condition. The results point to a mechanism of suppressing worrying thoughts that is detrimental to test performances of highly test-anxious persons. Bringing the feared threat of failure to their awareness prevents that suppression.  相似文献   

Standards of research publication: Differences between the physical sciences and the social sciences     

Dr. Yoram Neumann 《Research in higher education》1977,7(4):355-367

This study examines differences in standards of research publications between the physical sciences and the social sciences. The results of the first two hypotheses tested indicate that the predominant form of publication in the physical sciences are articles, whereas books predominate in the social sciences. Furthermore, differences were found in the relevant dimension of publication between faculties in more prestigious departments and faculties in less prestigious departments. The policy implications of these findings to university administration are discussed.  相似文献   

Cognitive abilities of Kenyan children in relation to nutrition, family characteristics, and education   总被引：2，自引：0，他引：2  

M Sigman  C Neumann  A A Jansen  N Bwibo 《Child development》1989,60(6):1463-1474

The purpose of this study was to determine whether nutritional factors, family characteristics, and the duration of schooling were associated with cognitive and attentional capacities in children growing up in rural Kenya. Food intake was measured by direct observation and weighment twice monthly over the course of a year. Families were characterized in terms of socioeconomic status and the literacy of the parents. Children who were better nourished had higher composite scores on a test of verbal comprehension and the Raven's matrices. Better-nourished females were more attentive during classroom observations than malnourished female schoolchildren. Family characteristics and duration of school participation were associated with cognitive abilities for both boys and girls. For the children considered as a group, cognitive scores were best predicted by a combination of factors including duration of schooling, food intake, physical stature, and SES.  相似文献   

21st-century science education digital ecologies: Technology,technique, shoelaces,promise, and pitfalls?     

Noemi Waight  Knut Neumann 《科学教学研究杂志》2020,57(9):1313-1321

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Systems,transfer, and fields: Evaluating a new approach to energy instruction     

David Fortus  Marcus Kubsch  Tom Bielik  Joseph Krajcik  Yaron Lehavi  Knut Neumann  Jeffrey Nordine  Sebastian Opitz  Israel Touitou 《科学教学研究杂志》2019,56(10):1341-1361

Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K-12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction-at-a-distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school.  相似文献   

Frühübergang in ein grundständiges Gymnasium – Übergang in ein privilegiertes Entwicklungsmilieu?     

Prof. Dr. Jürgen Baumert  Michael Becker  Marko Neumann  Roumiana Nikolova 《Zeitschrift für Erziehungswissenschaft》2009,12(2):189-215

This article examines whether students’ learning gains in reading and mathematics depend on the time of their transition from elementary school to the academic track of secondary schooling. Drawing on data from the ELEMENT study, the learning gains of fifth and sixth graders in elementary schools (N?=?3167) and academic-track schools with various curricular profiles (N?=?1758) in Berlin were modelled by regression and propensity score matching (PSM) analyses. When baseline differences between the school types were controlled, analyses for reading did not reveal statistically significant differences at all. Findings for mathematics were inconsistent depending on the method of analysis. Regression analysis showed statistically significant results of small effect size in favour of the academic-track schools. However, this finding could not be replicated by means of PSM. The study does not provide evidence for a generally positive effect of early transition to the academic track of secondary schooling with respect to mathematics and reading performance. Theoretical and methodological implications and limitations of the study are discussed.  相似文献   

Parental Age and Offspring Childhood Mental Health: A Multi-Cohort,Population-Based Investigation     

Maria A.J. Zondervan-Zwijnenburg  Sabine A.M. Veldkamp  Alexander Neumann  Stefania A. Barzeva  Stefanie A. Nelemans  Catharina E.M. van Beijsterveldt  Susan J.T. Branje  Manon H.J. Hillegers  Wim H.J. Meeus  Henning Tiemeier  Herbert J.A. Hoijtink  Albertine J. Oldehinkel  Dorret I. Boomsma 《Child development》2020,91(3):964-982

To examine the contributions of maternal and paternal age on offspring externalizing and internalizing problems, this study analyzed problem behaviors at age 10–12 years from four Dutch population-based cohorts (N = 32,892) by a multiple informant design. Bayesian evidence synthesis was used to combine results across cohorts with 50% of the data analyzed for discovery and 50% for confirmation. There was evidence of a robust negative linear relation between parental age and externalizing problems as reported by parents. In teacher-reports, this relation was largely explained by parental socio-economic status. Parental age had limited to no association with internalizing problems. Thus, in this large population-based study, either a beneficial or no effect of advanced parenthood on child problem behavior was observed.  相似文献