STUDENTS’ OPPORTUNITIES TO ENGAGE IN TRANSFORMATIONAL ALGEBRAIC ACTIVITY IN DIFFERENT BEGINNING ALGEBRA TOPICS AND CLASSES     

Michal Ayalon  Ruhama Even 《International Journal of Science and Mathematics Education》2015,13(2):285-307

This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.  相似文献   

Building knowledge,building community: reflecting on the value of a national research programme in adult literacy     

Ralf St Clair 《Literacy》2005,39(2):68-73

In 2003 the National Literacy Secretariat (NLS) of Canada, at that time a branch of the Department of Human Resources and Development Canada, decided to review its research function. This article discusses some of the questions the review raised for the field. Many of these issues are to do with the management of knowledge – what research gets funded, to be performed by whom, and with what kind of approach – whereas others are concerned with the meaning of the research function itself, and what it can contribute to a field of practice such as adult literacy.  相似文献   

A Changed School and Educational Culture: job orientation and teacher satisfaction at Gesamtschulen in the state of Hessen,West Germany—some international comparisons     

Hans‐Joachim Lissmann  Ralf Gigerich 《比较教育学》1990,26(2-3):277-281

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Simulation research and design: a dual-level framework for multi-project research programs     

Fink  Maximilian C.  Radkowitsch  Anika  Bauer  Elisabeth  Sailer  Michael  Kiesewetter  Jan  Schmidmaier  Ralf  Siebeck  Matthias  Fischer  Frank  Fischer  Martin R. 《Educational technology research and development : ETR & D》2021,69(2):809-841

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

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Book reviews     

Candido Alberto Gomes  Anita Dighe  Albert K. Amedzro  Ruhama Even  Toru Umakoshi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(1):81-88

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MegaBits     

Panayiota Polydoratou  Margit Palzenberger  Ralf Schimmer  Salvatore Mele 《TechTrends》2003,47(2):65-65

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Online Physics Lab Exercises—a Binational Study on the Transfer of Teaching Resources     

Heike Theyßen  Sarah Struzyna  Elliot Mylott  Ralf Widenhorn 《International Journal of Science and Mathematics Education》2016,14(5):865-883

In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful.  相似文献   

Business process management capabilities in local governments: A multi-method study     

Bjoern Niehaves  Ralf Plattfaut  Joerg Becker 《Government Information Quarterly》2013

Business Process Management (BPM) is a topic of greatest relevance to government innovation. While the concept originally stems from the private sector, public sector organizations have established BPM capabilities and are in the move of developing these further. Despite the importance of the phenomenon, literature does however not yet provide a comprehensive picture of BPM capabilities in governments. In this paper, we thus examine BPM capabilities on the local government level by means of an intertwined quantitative survey and (representative) qualitative in-depth case study. We identify a set of BPM challenges and reflect on the power of prevalent BPM capability assessment and development models, mostly maturity models, to provide good guidance. We suggest taking into account organizational positions in order to overcome the significant shortcoming of the ‘maturity’ concept, especially the focus on convergence towards an “ideal” state. Thus, we argue for developmental models following divergence theories. Implications for practice and potentially fruitful avenues for future research are discussed in the light of our findings.  相似文献   

Reranking web search results for diversity     

Ralf Krestel  Peter Fankhauser 《Information Retrieval》2012,15(5):458-477

Search engine results are often biased towards a certain aspect of a query or towards a certain meaning for ambiguous query terms. Diversification of search results offers a way to supply the user with a better balanced result set increasing the probability that a user finds at least one document suiting her information need. In this paper, we present a reranking approach based on minimizing variance of Web search results to improve topic coverage in the top-k results. We investigate two different document representations as the basis for reranking. Smoothed language models and topic models derived by Latent Dirichlet?allocation. To evaluate our approach we selected 240 queries from Wikipedia disambiguation pages. This provides us with ambiguous queries together with a community generated balanced representation of their (sub)topics. For these queries we crawled two major commercial search engines. In addition, we present a new evaluation strategy based on Kullback-Leibler divergence and Wikipedia. We evaluate this method using the TREC sub-topic evaluation on the one hand, and manually annotated query results on the other hand. Our results show that minimizing variance in search results by reranking relevant pages significantly improves topic coverage in the top-k results with respect to Wikipedia, and gives a good overview of the overall search result. Moreover, latent topic models achieve competitive diversification with significantly less reranking. Finally, our evaluation reveals that our automatic evaluation strategy using Kullback-Leibler divergence correlates well with α-nDCG scores used in manual evaluation efforts.  相似文献   

A longitudinal assessment of adolescent student-athletes’ school performance     

Josephine Wartenberg Diploma  Dr. Thomas Borchert  Dr. Ralf Brand 《Sportwissenschaft》2014,44(2):78-85

In Germany, extraordinarily talented student-athletes are offered the special school setting of elite schools of sport (ESSs). These schools seek to optimally adjust the daily affordances of athletic high-performance training with those of regular school education. The aim of the present analysis was to empirically explore whether elite student-athletes’ school grades develop differently than those of fellow students who dropped out of the ESS’s athletic program. One cohort of student-athletes (N?=?260) was tracked from the moment of their enrollment in the ESS until the end of lower secondary school (from school level 7 to 10). Multilevel modeling was used to analyze this longitudinal dataset. Elite student-athletes who manage to still meet their school’s athletic standards after class level 10 (n?=?158) came to their ESSs with better school grades in mathematics and German from primary school than program dropouts (n?=?102). Additional comparisons show that after class level 10, all ESS students’ school grades in mathematics and German were not significantly different from the federal state’s general average at schools without high-performance sport programs. Findings are interpreted against the background of the hypothesis that the system of high-performance sports tends to produce an instance of total commitment and that educational disadvantages for ESS student-athletes could follow as a consequence.  相似文献