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141.
Wolfgang Schneider Dieter Wolke Matthias Schlagmüller Renate Meyer 《European Journal of Psychology of Education - EJPE》2004,19(4):385-406
Individual differences in academic success were investigated in a geographically defined whole-population sample of very preterm
children with a gestational age of less than 32 weeks or a birth weight of less than 1500 gm. The sample consisted of 264
very preterm children (75.6% of German-speaking survivors) and 264 controls matched for gender, socioeconomic status, marital
status and age of mother, who were studied from birth. The present analyses focused on the impact of cognitive skills assessed
at ages 6 and 8 on academic success at the age 13. IQ scores, prereading skills, reading, spelling, and math performance assessed
during the last kindergarten year and again at the end of Grade 2 were used as predictors of academic success in early adolescence.
Differences between very pretern children and controls in cognitive abilities already observed in earlier assessments remained
stable over time, with controls on average performing more than half a standard deviation above the level of preterm children.
Preterm children also performed poorer on the literacy measures and indicators of math performance. Multivariate and causal
modeling revealed different prediction patterns for the two groups. Whereas IQ was particularly important for the prediction
of academic success in the pre-term sample, general IQ was less relevant for the prediction of academic success in the control
group. When subgroups of at-risk children were formed according to birth weight categories, we found that school problems
were most pronounced for children with extremely low birth weight (1000 gm and less). 相似文献
142.
Learning-by-explaining (to fictitious others) has been shown to be an effective instructional method to support students' generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students' quality of explanations and learning. Forty-eight students worked on a hypertext about combustion engines. Afterwards, they were asked to explain the learning content, either orally or in writing. Findings indicated that providing written explanations was more effective than providing oral explanations in supporting students to organize the content of the explanations. The higher levels of organization yielded higher levels of students' conceptual knowledge. In contrast, generating oral explanations, relative to written explanations, triggered students' elaborative processes to a more pronounced extent, which was more beneficial to attaining transferable knowledge. Thus, we conclude that the modality of explaining plays a critical role in learning-by-explaining inasmuch as different modes differentially support student learning. 相似文献
143.
From the end of the nineteenth century South Africa had become a popular touring destination for British and colonial sports teams. Tours in the popular sport of cricket, football and rugby were very popular. These tours tested local opposition against foreign competition, brought in revenue to local and national sports associations and contributed to the development of a white South African identity. Austrian football teams were extensive travellers and popular attractions around the world. Prior to the Second World War Austrian football was highly regarded and was able to compete and hold its own against English and Scottish clubs and representative teams. This article considers an unusual tour by a combined Viennese football team to South Africa in 1936. We consider the preparations for the tour, the different playing styles and the way in which the visitors were received around the country. At the broader political level, the tour was important as leading South African politicians and Austrian diplomats attended matches and functions while on tour. This can be understood in the context of both countries attempting to flex their political identity and muscle in light of more dominant neighbours and colonial masters. 相似文献
144.
AbstractThe expert-driven and normative character of sustainability education aims to promote societal transformation and global change. While some authors underline the ethical claims of education, others have criticized that there is a problematic tendency to prescribe certain actions beyond ethical education. The article aims to provide an empirical contribution, including students’ and teachers’ perspectives, and geography textbooks, to the debate. Based on the results of an empirical study with 1001 secondary school students in Austria and Germany, we discuss the “ethical turn” and the moral code in sustainability education. The questionnaires are completed with students’ drawings, qualitative interviews with geography teachers and an analysis of geography textbooks. We argue that most students have a precise idea what sustainability and sustainable behavior means, but they harbor right-wrong binary perceptions of sustainable lifestyles. Many students lack knowledge of the interdependence of consumption and production networks, which impedes the understanding of complex sustainability patterns. Therefore, we recommend pluralistic and interconnected perspectives in sustainability, in the frame of school geography. A more democratic classroom contributes to develop an own moral compass. Additionally, passion and participatory approaches can help students reflect on their affective relationships with consumer goods and consider alternative consumption-production paradigms. 相似文献
145.
The logic of success: the relation between complex problem-solving skills and university achievement
Matthias Stadler Nicolas Becker Johannes Schult Christoph Niepel Frank M. Spinath Jörn R. Sparfeldt Samuel Greiff 《Higher Education》2018,75(1):1-18
This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them. 相似文献
146.
147.
For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a sub-study within the tri-national research project Quality of Instruction in Physics (QuIP) analysing 60 videotaped physics classes involving a large sample of students (N?=?1192) from Finland, Germany and Switzerland in order to investigate the kinds of constructivist components and teaching patterns that can be found in regular classrooms without any intervention. We applied a newly developed coding scheme to capture constructivist facets of science teaching and conducted principal component and cluster analyses to explore which components and patterns were most prominent in the classes observed. Two underlying components were found, resulting in two scales—Structured Knowledge Acquisition and Fostering Autonomy—which describe key aspects of constructivist teaching. Only the first scale was rather well established in the lessons investigated. Classes were clustered based on these scales. The analysis of the different clusters suggested that teaching physics in a structured way combined with fostering students’ autonomy contributes to students’ motivation. However, our regression models indicated that content knowledge is a more important predictor for students’ motivation, and there was no homogeneous pattern for all gender- and country-specific subgroups investigated. The results are discussed in light of recent discussions on the feasibility of constructivism in practice. 相似文献
148.
Lindsay Hahn Ron Tamborini Brian Klebig Eric Novotny Clare Grall Matthias Hofer 《Communication Studies》2019,70(1):59-78
Content analyses examining the values expressed in popular music have been predominantly ad hoc, limited to antisocial themes, and lacking a comprehensive theoretical coding scheme. We applied a content analytic scheme based in the model of intuitive morality and exemplars (MIME) to examine altruistic and egoistic values in popular music over 60 years. Findings show (a) more frequent representation of egoistic than altruistic motivations, and (b) the profusion of egoistic motivations focused mostly on romantic (in adult-targeted music) but also platonic (in child-targeted music) relationships. 相似文献
149.
Zeitschrift für Erziehungswissenschaft - Wie formt sich der Prozess der Globalisierung in den Lebensstilen Jugendlicher aus? Dieser allgemeinen Fragestellung gehen wir im folgenden am Beispiel... 相似文献
150.
According to the design principle of progressive schematization, learning trajectories towards procedural rules can be organized as independent discoveries when the learning arrangement invites the students first to develop models for mathematical concepts and model-based informal strategies; then to explore the strategies and to discover pattern for progressively developing procedural rules. This article contributes to the theoretical and empirical foundation of the design principle of progressive schematization by empirically investigating students’ individual schematization pathways on the micro-level for the specific case of part-of-part determination of fractions. In design experiments series in laboratory settings, nine pairs of sixth graders explored the part-of-part determination and progressively schematized their graphical strategies before discovering the procedural rule. The qualitative in-depth analysis of 760 min of video shows that progressive schematization is a multi-facetted process that cannot be described by internalization of graphical procedures alone. Instead, the compaction of concepts- and theorems-in-action is crucial, especially for the goal of justifiable procedural rules. 相似文献