Grade retention and academic self-concept: A multilevel analysis of the effects of schools’ retention composition     

Timo Van Canegem  Mieke Van Houtte  Jannick Demanet 《British Educational Research Journal》2021,47(5):1340-1360

Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention research by accounting for schools’ retention composition. Based on reference group theory, the effect of grade retention composition on academic self-concept is expected to be twofold. Normative reference grouping leads to the assumption that students in high retention composition schools will exhibit lower levels of academic self-concept, because retainees’ values are more likely to spread across all students within the same school. Comparative reference grouping might lead to a moderation effect of retention composition on the relationship between grade retention and academic self-concept. Multilevel analyses on International Study of City Youth data, consisting of 2,354 students in 30 secondary schools in Ghent (Flanders), revealed a negative association between grade retention and academic self-concept, which was mediated by sense of belonging. Students in high retention composition schools had a significantly lower academic self-concept. The impact of being retained on academic self-concept is not affected by the number of retainees within a given context. Implications are discussed.  相似文献   

Walls come tumbling down     

Timo HANNAY 《Learned Publishing》2009,22(2):153-154

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Frequency of co‐teaching in different teacher categories     

Timo Saloviita  Marjatta Takala 《欧洲特需教育杂志》2013,28(4):389-396

Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common.  相似文献   

Erratum to 5 Development of competencies across the life span     

Sabine Weinert  Cordula Artelt  Manfred Prenzel  Martin Senkbeil  Timo Ehmke  Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2012,15(1):207-207

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Human information behaviour and physiological measurements as a basis to tailor health information. An explorative study in a physical activity intervention among prediabetic individuals in Northern Finland     

Enwald HP  Niemelä RM  Keinänen-Kiukaanniemi S  Leppäluoto J  Jämsä T  Herzig KH  Oinas-Kukkonen H  Huotari ML 《Health information and libraries journal》2012,29(2):131-140

Objective: To explore through an interdisciplinary approach the potential to tailor health information on the basis of human information behaviour (HIB) on par with the results of basic physiological measurements of individuals’ health. Methods: The data were collected at the baseline of a physical activity and diabetes prevention intervention with 72 prediabetic participants, conducted in Oulu, Finland, by the University of Oulu and Oulu Deaconess Institute in 2010. Body mass index (BMI), fitness classifications and glucose values were obtained from all prediabetic participants. The interest in, the search for and the use of information on nutrition, physical activity and diabetes were examined through a self‐report questionnaire with a response rate of 95.8%. The data were analysed with the SPSS statistics 18 software. Results and conclusions: The study shows that information behaviour of prediabetic individuals differs according to their BMI and fitness level. Poor physical fitness classifications and high BMI values were associated with an increased desire to receive tailored information on nutrition and physical activity frequently. These results add knowledge on the types and preferred frequencies of tailored information. Because of the small sample size, the results should be validated further.  相似文献   

Lesson planning and the student teacher: re‐thinking the dominant model     

Sirkka Ahonen 《课程研究杂志》2013,45(4):483-493

The idea of free, universal basic education has been corrupted by neo-liberalism. As the language of economics takes over much of the policy discourse around schooling, school systems are being converted into marketplaces, where schools compete for students and resources. Some studies have reported that this 'marketization' has created or exacerbated socio-economic segregation within the common school; but the curriculum is also affected by the market. Such developments raise important questions!  相似文献   

Effects of grade retention on achievement and self-concept in science and mathematics     

Timo Ehmke  Barbara Drechsel  Claus H. Carstensen 《Studies in Educational Evaluation》2010,36(1-2):27-35

The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.  相似文献   

Zero dynamics and funnel control for linear electrical circuits     

Thomas Berger  Timo Reis 《Journal of The Franklin Institute》2014

We consider electrical circuits containing linear resistances, capacitances and inductances. The circuits can be described by differential-algebraic input–output systems, where the input consists of voltages of voltage sources and currents of current sources and the output consists of currents of voltage sources and voltages of current sources. We generalize a characterization of asymptotic stability of the circuit and give sufficient topological criteria for its invariant zeros being located in the open left half-plane. We show that asymptotic stability of the zero dynamics can be characterized by means of the interconnectivity of the circuit and that it implies that the circuit is high-gain stabilizable with any positive high-gain factor. Thereafter we consider the output regulation problem for electrical circuits by funnel control. We show that for circuits with asymptotically stable zero dynamics, the funnel controller achieves tracking of a class of reference signals within a pre-specified funnel; this means in particular that the transient behavior of the output error can be prescribed and the funnel controller does neither incorporate any internal model for the reference signals nor any identification mechanism, it is simple in its design. The results are illustrated by a simulation of a discretized transmission line.  相似文献   

Testing patent value indicators on directly observed patent value—An empirical analysis of Ocean Tomo patent auctions     

Timo Fischer  Jan Leidinger 《Research Policy》2014

The valuation of patents is an important, albeit challenging task. Extant research to identify patent value indicators has so far relied on expert estimates of patent value, exploited patent renewal data, or depended on more indirect measures of patent value. Recently, specialized market places for patent transactions have emerged that allow us for the first time to directly observe patent's private value. One of the most prominent market places for patents is Ocean Tomo, a platform that offers periodical patent auctions. We make use of this auction data to empirically test predictions on patent value identifiers on real-world auction prices. We find empirical support for forward citations and the patent's family size; however, both indicators explain only a small variance in patent value. In contrast, our full model explains a large share of variance, making us optimistic that with increased directly observed patent value, such models can be useful tools in patent valuation.  相似文献   

STUDENTS’ COMPETENCIES IN WORKING WITH FUNCTIONS IN SECONDARY MATHEMATICS EDUCATION—EMPIRICAL EXAMINATION OF A COMPETENCE STRUCTURE MODEL     

Renate Nitsch  Anneke Fredebohm  Regina Bruder  Augustin Kelava  Dominik Naccarella  Timo Leuders  Markus Wirtz 《International Journal of Science and Mathematics Education》2015,13(3):657-682

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