Measuring Teaching Effectiveness: Correspondence Between Students’ Evaluations of Teaching and Different Measures of Student Learning     

Sebastian Stehle  Birgit Spinath  Martina Kadmon 《Research in higher education》2012,53(8):888-904

Relating students?? evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N?=?883 medical students, enrolled in k?=?32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students?? subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness.  相似文献   

Distance Education in Physics via the Internet     

Bodo Eckert  Sebastian Gröber  Hans-Jörg Jodl 《The American journal of distance education》2013,27(3):125-138

Abstract

This article describes three connected projects in physics: (1) a very successful course at the university level; (2) a collection of several thousand multimedia materials, its status and evaluation, and its dissemination; and (3) Web experiments—experiments that can be operated remotely from a distance via the Internet.  相似文献   

Selective Exposure to Cable News and Immigration in the U.S.: The Relationship Between FOX News,CNN, and Attitudes Toward Mexican Immigrants     

Homero Gil de Zúñiga  Teresa Correa  Sebastian Valenzuela 《广播与电子媒介杂志》2013,57(4):597-615

In the past 2 decades, cable television and the Internet have greatly increased the availability of media content. The phenomenon has reinvigorated a longstanding debate about the effects of this media landscape, as people selectively get exposed to specific content. Based on U.S. national survey data, this article advances research in this area by analyzing the interplay between individuals' ideological predispositions, their selective exposure to cable news, and the relationship between selective exposure and their attitudes toward an issue with key policy-making implications: Mexican immigration. Results indicate conservative Republicans are more likely to watch FOX News, which is associated with negative perceptions of Mexican immigrants and higher support for restrictive immigration policies. Findings also suggest that liberals who get exposed to FOX News also show less support for Mexican immigration.  相似文献   

The development of the concept of atoms and molecules
Dalton and beyond     

K. L. Sebastian 《Resonance》2010,15(1):8-15

The concept that all matter is made up of atoms was suggested by Dalton in 1803. It was a very useful concept, which could explain many of the experimental observations, but people were sceptical and considered atoms to be hypothetical objects until the beginning of the 20th century. By the end of the 20th century, advances in science and technology led to imaging of atoms and molecules. Now we are in a position to actually ‘see’ them using the scanning probe microscopies.  相似文献   

Technical expertise and teacher growth: results of a teacher evaluation policy impact study     

Sebastian Arps 《教育政策杂志》2013,28(2):159-187

This research examines educational stratification cross‐nationally through the context of German division and unity. Drawing upon representative German Social Survey (ALLBUS) data from 1991 to 1998 on cohorts schooled in the 1980s and 1990s, the analysis explores educational inequality at the secondary school level with respect to social origins and gender in four settings: the late state socialist German Democratic Republic, the immediate pre‐unification Federal Republic of Germany, and the two halves of a now‐united Germany. The pre‐unification settings differ structurally—in the extent and timing of educational differentiation—and ideologically. Post‐unification eastern Germany is a case of sudden, top‐down structural reform, with a high degree both of cultural continuity and continuity of teaching personnel. The study finds that women’ s disadvantage in educational attainment has disappeared at the secondary level; indeed, men now face a disadvantage at this level. However, no major changes have occurred with respect to social origins. The children of workers and less educated parents were extremely disadvantaged in both East and West Germany prior to unification, surprisingly, perhaps, even more so in East Germany. Despite dramatic reform and expansion of the university‐preparatory curriculum in eastern states since unification, inequality in educational attainment remains stable. Interestingly, the children of small‐scale proprietors were particularly advantaged under German state socialism, and in eastern states in the 1990s they maintain a substantial but more moderate advantage over working‐class peers. The paper concludes with a discussion of possible underlying reasons for the lack of variation in the parameters of educational inequality in the face of such varied and changing institutions and ideologies.  相似文献   

Strategies against Architecture: Interactive Media and Transformative Technology at the Cooper Hewitt,Smithsonian Design Museum     

Sebastian Chan  Aaron Cope 《Curator: The Museum Journal》2015,58(3):352-368

After being closed for three years, the Cooper Hewitt, Smithsonian Design Museum reopened at the end of 2014 a transformed museum in a renovated heritage building: Andrew Carnegie's former home on the Upper East Side of New York City. New galleries, a collection that was being rapidly digitized, a new brand, and a desire for new audiences drove the museum to rethink and reposition its role as a design museum. At the core of the new museum is a digital platform, built in‐house, that connects collection‐ and patron‐management systems to in‐gallery and online experiences. These have allowed the museum to redesign everything from object labels and vitrines to the fundamentals of the “visitor experience.” This paper explores in detail the process, the decisions made—and resulting tradeoffs—during each stage of the process. In so doing, it reveals the challenges of collaborating with internal and external capacities, operating internationally with online collaboration tools, and rapid prototyping.  相似文献   

Freiwillige: Produzenten und Träger sozialen Kapitals     

Volker Oshege  Sebastian Braun  Stefan Hansen 《Sportwissenschaft》2003,33(4):478-483

  相似文献   

Using Complexity Metrics to Assess Silent Reading Fluency: A Cross-Sectional Study Comparing Oral and Silent Reading     

Beth A. O’Brien  Sebastian Wallot  Anna Haussmann  Heidi Kloos 《Scientific Studies of Reading》2014,18(4):235-254

Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children’s silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with adults. Cross-sectional groups of adults and children in Grades 2, 4, and 6 read the same passage of a Grade 2-level story, either silently or aloud. The dynamical structure of fluency in reading times was explored with fractal and recurrence quantification analysis. Results revealed that more fluent reading (with increasing age) was marked by greater structure and stability and that oral reading compared with silent reading showed less fractal structure, indicating silent reading as a more flexibly stable, adaptive coordinated behavior. The complexity metrics show promise for an alternate way to characterize reading fluency.  相似文献   

Vergleichsarbeiten und schulische Personalentwicklung – Ausmaß und Voraussetzungen der Datennutzung     

Anabel Bach  Sebastian Wurster  Dr. Katja Thillmann  Prof. Dr. Hans Anand Pant  Prof. Dr. Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2014,17(1):61-84

The introduction of comparative tests in a low-stakes system was carried out in the expectation that the data feedback to schools would act as a stimulus for the development of the schools and the standard of classroom teaching. By contrast with the use of data to develop teaching, the use of data for personnel development has not yet been studied in Germany. On the basis of an on-line survey of head teachers and a paper-and-pencil survey of teaching staff, the study examines for the first time the extent to which comparative test data is used by head teachers for personnel development and as a means to plan in-service training in subject conferences, and what factors influence whether the data is used in this way. Of the head teacher characteristics which were studied (attitude in relation to the perceived usefulness of the data, qualifications, organisation and age of the head teacher), usefulness is the only characteristic which has a positive effect on the use of the data. The use of comparative test data to plan in-service training in subject conferences is positively influenced by data-wise leadership by the head teacher and by collaborative evaluation.  相似文献   

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions     

Markus H. Hefter  Kirsten Berthold  Alexander Renkl  Werner Riess  Sebastian Schmid  Stefan Fries 《Instructional Science》2014,42(6):929-947

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.  相似文献