Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization     

Alec Ian Gershberg  Ben Meade  Sven Andersson 《International Journal of Educational Development》2009

We explore how two community-based reform models align with the World Bank’s World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders.  相似文献   

A multilevel meta-analysis of studies reporting correlations between the h index and 37 different h index variants     

Lutz Bornmann  Rüdiger Mutz  Sven E. Hug  Hans-Dieter Daniel 《Journal of Informetrics》2011,5(3):346-359

This paper presents the first meta-analysis of studies that computed correlations between the h index and variants of the h index (such as the g index; in total 37 different variants) that have been proposed and discussed in the literature. A high correlation between the h index and its variants would indicate that the h index variants hardly provide added information to the h index. This meta-analysis included 135 correlation coefficients from 32 studies. The studies were based on a total sample size of N = 9005; on average, each study had a sample size of n = 257. The results of a three-level cross-classified mixed-effects meta-analysis show a high correlation between the h index and its variants: Depending on the model, the mean correlation coefficient varies between .8 and .9. This means that there is redundancy between most of the h index variants and the h index. There is a statistically significant study-to-study variation of the correlation coefficients in the information they yield. The lowest correlation coefficients with the h index are found for the h index variants MII and m index. Hence, these h index variants make a non-redundant contribution to the h index.  相似文献   

Reading,writing, and math self-concept in elementary school children: influence of dimensional comparison processes     

Jan-Henning Ehm  Sven Lindberg  Marcus Hasselhorn 《European Journal of Psychology of Education - EJPE》2014,29(2):277-294

The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129–149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed.  相似文献   

Introduction   总被引：4，自引：0，他引：4  

Sven Widmalm 《Minerva》2001,39(4):365-372

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Local Sport in Europe     

Melanie Haller  Sven Ismer 《Sportwissenschaft》2007,37(4):476-480

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Fußball zur Zeit des Nationalsozialismus     

PD Dr. Sven Güldenpfennig 《Sportwissenschaft》2010,40(4):295-297

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Konstituierung und Selbstauflösung der Sinnstruktur des Sports durch Grenzsetzung und Grenzverletzung     

Sven Güldenpfennig 《Sportwissenschaft》1996,26(2):189-202

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We need integrated publishing     

Sven FUND 《Learned Publishing》2013,26(1):57-64

Scholarly publishing has seen a decade of rapid proliferation of business models and emerging technologies. Together with globalization of the publishing market and new challenges, this evolution has also led to rapid advancements in management tasks even within small publishing houses. The outcome of this change for the stakeholders, including researchers, authors, and shareholders, is unclear, and a return to a more cohesive, integrated approach is desirable. One major obstacle must be overcome: organizational inertia.  相似文献   

A longitudinal study on boys’ and girls’ career aspirations and interest in technology     

Jan Ardies  Sven De Maeyer  David Gijbels 《Research in Science & Technological Education》2013,31(3):366-386

Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.  相似文献   

Teaching Computer Technology to Adult Computer Novices. Normative Didactics Based on Adults’ Perception of Information Technology   总被引：1，自引：1，他引：0  

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):243-258

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