EUROPEAN COLLABORATION IN THE BUILT ENVIRONMENT     

Sebastian Loew 《Higher Education in Europe》1991,16(2):85-88

The article briefly describes the way in which an academic department in a major urban polytechnic in the United Kingdom established a study and research link with a similar departmental a major French university. This first link was a fruitful one which gave rise to other links with other French institutions. The article concludes with a short list of do's and don't's with regard to the establishment of international student exchange and research links among institutions of higher education.  相似文献   

Single comments or average ratings: which elements of RateMyProfessors.com™ shape university students’ judgments and course choice intentions?     

Sebastian Scherr  Philipp Müller  Victoria Fast 《Educational Assessment, Evaluation and Accountability》2013,25(2):131-141

The use and abuse of course and lecturer rating websites such as RateMyProfessors.com? is a highly relevant topic for universities’ evaluation and assessment policies and practice. However, only a few studies have paid attention to the actual influence of teaching evaluation websites on the students themselves—that is, their perceptions of a certain course and their course choice intention at university. Findings point to the fact that positive comments on the website about professors improve students’ evaluations. However, professor evaluation websites contain two types of information: single student comments and average ratings. Research on exemplification effects has shown that single cases often have a stronger influence on recipients than more valid base rate information. We test this assumption in an experiment (n?=?126) using a professor evaluation website stimulus. Results show that single comments strongly influence opinions and course choice intentions but that they are moderated by the valence of the average rating.  相似文献   

The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality     

Wisniewski  Benedikt  Röhl  Sebastian  Fauth  Benjamin 《Learning Environments Research》2022,25(3):775-802

Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.

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Students’ readiness to move from consumers to producers of digital video content: A cross-cultural analysis of Irish and Indian Students     

Maria Loftus  Peter Tiernan  Sebastian Cherian 《Education and Information Technologies》2014,19(3):569-582

Evidence has shown that students have greatly increased their consumption of digital video, principally through video sharing sites. In parallel, students’ participation in video sharing and creation has also risen. As educators, we need to question how this can be effectively translated into a positive learning experience for students, whilst examining how willing students actually are to critically engage with digital video and analysing how best to hone their digital literacy skills. Firstly, this article presents a cross-cultural analysis of Irish and Indian students’ perception of themselves as creators of digital video and examines their readiness to produce such videos as part of third level curricula. Secondly, it attempts to quantify the expose of both student cohorts to video sharing and creation. Thirdly, it analyses student perceptions of what challenges they face as they move from consumers to creators of digital video. Results indicate that whilst students are willing to adopt digital video for academic tasks, this article will analyse what supports and considerations need to be put in place in order for its successful integration in curricula.  相似文献   

The governance framework for renewable energy and the building sector in China     

XIA Qing  Sebastian SCHULZE 《重庆大学学报(英文版)》2012,11(1):26-35

Renewable energy and building in the People's Republic of China are (besides the transport sector) two of the most challenging areas when it comes to sustainable development yet among the strongest pro...  相似文献   

Reading training by means of disappearing text: effects on reading performance and eye movements     

Sebastian Peter Korinth  Olaf Dimigen  Werner Sommer  Zvia Breznitz 《Reading and writing》2016,29(6):1245-1268

The Reading Acceleration Program (RAP), which uses adaptively increasing text erasure rates to enforce reading rate improvements, has been positively evaluated in various languages, reader and age groups. The current study compared the established incremental increase of text erasure rate with a training using fixed erasure rates in two groups of young, non-impaired German adults. Eye-tracking measures prior and post training examined training-related changes of eye-movement patterns. Equal gains in reading performance in both training groups led to the conclusion that not the adaptive increase but already text erasure at fixed rates provides an economically efficient tool for the enhancement of reading rates. Furthermore, eye-tracking results suggest that text erasure training affects word processing not only at one specific level, but simultaneously at pre-lexical, lexical, and post-lexical stages. Although these outcomes are promising, further research is necessary to determine the optimal individual erasure rates that preserve good comprehension at varying levels of text difficulty and in different orthographies.  相似文献   

Do fine motor skills contribute to early reading development?          下载免费PDF全文

Sebastian Suggate  Eva Pufke  Heidrun Stoeger 《Journal of Research in Reading》2018,41(1):1-19

Background

Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work.

Method

In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures.

Results

Analyses indicate that FMS related less strongly than grapho‐motor skills to emergent literacy skills. Controlling for grapho‐motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills.

Conclusions

The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho‐motor skills – even when devoid of the cognitive knowledge of letters – did.

Implications for practice

What is already known about this topic

• Fine motor skills (FMS) are considered an important school readiness indicator
• FMS play a role in cognition and language development
• Some research suggests that FMS might be important for reading

What this paper adds

• First study to look differentially at FMS and emergent literacy
• FMS was considered separately from grapho‐motor and handwriting skill
• Links between these motor skills and a broad range of emergent literacy and cognitive skills were investigated

Implications for practice and/or policy

• FMS may be important in the development of grapho‐motor skills
• Grapho‐motor skills appear, in turn, linked to reading
• Fostering children's grapho‐motor skills may be important in kindergarten

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Good + Bad = ? Developmental Differences in Balancing Gains and Losses in Value-Based Decisions From Memory     

Sebastian S. Horn  Rui Mata  Thorsten Pachur 《Child development》2020,91(2):417-438

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. All age groups achieved high decision performance and were sensitive to gain–loss magnitudes, suggesting that required core cognitive abilities are developed early. A cognitive-modeling analysis of performance revealed that children were less efficient in object evaluation (drift rate) and had longer nondecision times than adults. Developmental differences, which emerged particularly for objects of high positive net value, were linked to mnemonic and numerical abilities.  相似文献   

Young children's adaptive partner choice in cooperation and competition contexts     

Sebastian Grueneisen  Georgina Török  Anushari Wathiyage Don  Azzurra Ruggeri 《Child development》2024,95(3):1023-1031

Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals.  相似文献