Road Sign in the Carolinas     

Gerhard Friedrich 《The Educational forum》2013,77(3)

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Elternvertreter mit Migrationshintergrund an allgemeinbildenden Schulen     

Stephan Kr?ner  Elisabeth M. Schüller  Marcus Penthin  Eva S. Fritzsche  Marcus C. G. Friedrich  Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726

Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed.  相似文献   

The impact of educational mismatch on firm productivity: Evidence from linked panel data     

Stephan Kampelmann  François Rycx 《Economics of Education Review》2012

We provide first evidence regarding the direct impact of educational mismatch on firm productivity. To do so, we rely on representative linked employer–employee panel data for Belgium covering the period 1999–2006. Controlling for simultaneity issues, time-invariant unobserved workplace characteristics, cohort effects and dynamics in the adjustment process of productivity, we find that: (i) a higher level of required education exerts a significantly positive influence on firm productivity, (ii) additional years of over-education (both among young and older workers) are beneficial for firm productivity, and (iii) additional years of under-education (among young workers) are detrimental for firm productivity.  相似文献   

Fradle Pomerantz Freidenreich. Passionate Pioneers: The Story of Yiddish Secular Education in North America, 1910–1960. Teaneck,NJ: Holmes & Meier Publishers,Inc., 2010. 498 pp. Paperback $35.00.     

Stephan F. Brumberg 《History of education quarterly》2012,52(3):433-436

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Trust in results     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(4):377-380

Educational Assessment, Evaluation and Accountability -  相似文献   

Learning from text: knowing the test format enhanced metacognitive monitoring     

Stephan Dutke  Jonathan Barenberg  Claudia Leopold 《Metacognition and Learning》2010,5(2):195-206

In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after studying the text. All participants then answered 15 true-false inference items about the contents of the text and judged their confidence in the correctness of each answer. Whereas experimental and control group did not differ in the number of correct answers, the confidence judgments in the experimental group were more accurate and discriminated better between correct and incorrect answers than the control participants’ judgments. Furthermore, the informed participants’ discrimination performance correlated positively with their domain-related prior knowledge. The results extend earlier findings concerning the role of the test format for monitoring processes.  相似文献   

Assessment of competence in clinical reasoning and decision‐making under uncertainty: the script concordance test method     

Stephan Ramaekers  Wim Kremer  Albert Pilot  Peter van Beukelen  Hanno van Keulen 《Assessment & Evaluation in Higher Education》2010,35(6):661-673

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The development of ESD-related competencies in supportive institutional frameworks     

Gerhard de Haan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,31(1):315-328

Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.  相似文献   

Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice: A gender study   总被引：1，自引：1，他引：0  

Zahra Hazari  Gerhard Sonnert  Philip M. Sadler  Marie‐Claire Shanahan 《科学教学研究杂志》2010,47(8):978-1003

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010  相似文献   

Internationaler Lehreraustausch     

Gerhard Neumann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):443-455

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