Factors promoting and hindering data-based decision making in schools     

Kim Schildkamp  Cindy Poortman  Hans Luyten  Johanna Ebbeler 《School Effectiveness & School Improvement》2017,28(2):242-258

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.  相似文献   

Millennial generation preservice teachers inspiring the design of teacher education     

Marita Mäkinen  Jyri Linden  Johanna Annala  Angela Wiseman 《欧洲师范教育杂志》2018,41(3):343-359

The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.  相似文献   

Make a drawing. Effects of strategic knowledge,drawing accuracy,and type of drawing on students’ mathematical modelling performance     

Johanna Rellensmann  Stanislaw Schukajlow  Claudia Leopold 《Educational Studies in Mathematics》2017,95(1):53-78

Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to create a drawing of the situation described in a task (situational drawing) and a drawing of the mathematical model described in the task (mathematical drawing) before solving modelling problems. A path analysis showed that strategic knowledge about drawing was positively related to students’ modelling performance. This relation was mediated by the type and accuracy of the drawings that were generated. The accuracy of situational drawing was related only indirectly to performance. The accuracy of mathematical drawings, however, was strongly related to students’ performance. We complemented the quantitative approach with a qualitative in-depth analysis of students’ drawings in order to explain the relations found in our study. Implications for teaching practices and future research are discussed.  相似文献   

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences          下载免费PDF全文

Isabel A. Vöhringer  Thorsten Kolling  Frauke Graf  Sonja Poloczek  Ina Fassbender  Claudia Freitag  Bettina Lamm  Janina Suhrke  Johanna Teiser  Manuel Teubert  Heidi Keller  Arnold Lohaus  Gudrun Schwarzer  Monika Knopf 《Child development》2018,89(2):370-382

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.  相似文献   

The applicability of social network analysis to the study of networked learning     

Johanna Bluemink  Raija Hämäläinen  Tony Manninen  Sanna Järvelä 《Interactive Learning Environments》2013,21(4):365-383

In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The ‘eScape’ game was a social action adventure developed as a part of the study. In the analysis of the video data, students' discourse functions during the game were analysed with content analytic methods for studying the nature of their interaction. An effort was made to analyse the data on both group and individual levels, and therefore the participants' prior social ties and experience in gaming were studied as well. The results showed that the students' main discourse functions in their conversation were Question, Content Statement, Instruction or Order and Response. It was found that individual students, especially those with prior knowledge of gaming or prior social ties, can have a major impact on the social interaction and the outcome of collaboration. It can be concluded that the eScape game allowed the students to engage in true and constructive collaborative activity, and in the future multiplayer games could be used, for example, to promote group cohesion and development, when employed in a pedagogically meaningful manner.  相似文献   

Aspired Convergence,Cherished Diversity: Dealing with the contradictions of Bologna     

Johanna Witte 《Tertiary Education and Management》2013,19(2):81-93

This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures.  相似文献   

Bachelor‐master programmes in the netherlands and Germany     

Anneke Lub  Marijk van der Wende  Johanna Witte 《Tertiary Education and Management》2013,19(4):249-266

Abstract

This article compares the results of the implementation of the new bachelor‐master system in the Netherlands and Germany. The Bologna Process presents the common European context for this reform process. However, the respective national contexts differ, and so do the actual implementation processes and the emerging outcomes. For each of the two countries, a limited number of aspects of the reforms that emerged as most relevant are highlighted. In the final section, some commonalities and differences are discussed. The former mainly concern the characteristics of the binary system in both countries and the introduction of accreditation in relation to the bachelor‐master system. With respect to the latter, the implementation strategy and the funding conditions are most strikingly different, related to the fact that in Germany the new system is implemented in parallel with the existing system, whereas in the Netherlands the new system will replace the existing one.  相似文献   

Enabling development through governance and mobile technology     

Adegboyega Ojo  Tomasz Janowski  Johanna Awotwi 《Government Information Quarterly》2013

The impact of mobile technology on governance and development has attracted significant interest in Information and Communication Technology (ICT) for Development and Electronic Governance communities. There is growing consensus that governance mechanisms must complement access to technology to achieve greater impact on development. However, few or no rigorous research exists to show how such mechanisms can support the delivery of mobile services to vulnerable groups. This study fills this important gap by first providing a conceptual framework, based on the Choice Framework and the Structuration Theory, to elaborate on the relationship between ICT, governance and citizen capabilities. Second, the framework is applied to analyze livelihood needs of 45 women head porters interviewed in Accra. Third, as all women under study have access to mobile phones, we determine which governance mechanisms are needed to support the delivery of mobile services to them. Results show that three governance mechanisms enable the contribution of mobile technology to meeting the livelihood needs of this group: 1) updating financial and telecommunication regulations to enable the provision of mobile-based services e.g. mobile microfinance, to vulnerable groups; 2) mobilizing local communities in the production of local contents; and 3) engaging non-governmental organizations in building capacity of government agencies in mobile service delivery and in training vulnerable communities in effective use of mobile technology to access information and services critical to their needs. We conclude by discussing the use of the Structuration Theory along with the Choice Framework to shape development processes based on citizen needs and by discussing the applicability of our framework to similar vulnerable groups.  相似文献   

ABD or EdD? A Model of Library Training for Distance Doctoral Students     

Johanna Tuñón  Laura Ramirez 《图书馆管理杂志》2013,53(7-8):989-996

ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.  相似文献   

Maximizing Learning From Engaging Across Difference: The Role of Anxiety and Meaning Making     

Patricia M. King  Marcia B. Baxter Magolda  Johanna C. Massé 《Equity & Excellence in Education》2013,46(4):468-487

This study explores college students’ reactions to engaging in experiences with diverse others that students found uncomfortable, interactions that disrupted students’ current beliefs or values. Our examination of these experiences was grounded in theory and research on intergroup contact and anxiety and developmental models of self-authorship leading to intercultural maturity. We found three types of reactions to these experiences: Some students were “stuck,” unsure of how to respond; some were prone to continue exploring; and some reframed their perspectives to reflect capacities associated with advanced intercultural maturity. We offer recommendations for managing intergroup anxiety and scaffolding learning to support reframing one's perspectives to maximize learning from engaging in difference.  相似文献