Book reviews     

Hartwig Wittje  Hans Scheuerl  Harald Wagner  Gottfried Hausmann  Herman Lange  Volker Lenhart  Bettina Kobialka  Philip G. Altbach  Colin Titmus  Harry N. Drier  T. Neville Postlethwaite  W. D. Halls  Martin Carnoy  Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222

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Effectiveness of a group-based program for parents of children with dyslexia     

Bettina Multhauf  Anke Buschmann  Renate Soellner 《Reading and writing》2016,29(6):1203-1223

Parents of children with dyslexia experience more parenting stress and depressive symptoms than other parents. The purpose of this study was to evaluate the effects of a cognitive-behavioral group-based program for parents of dyslexic children on parenting stress levels, parent–child homework interactions and parental competencies. 39 children with dyslexia and their mothers were randomly assigned either to a cognitive-behavioral-therapy group or a waiting-list control group. The intervention lasted for 3 months. Mothers filled in the Parenting Stress Index and a paper–pencil questionnaire assessing dyslexia specific stress, conflicts in homework situations and competencies in dealing with dyslexia. Assessment took place before, immediately after, and 3 months following intervention. A multivariate analysis of variance revealed overall effectiveness of the program (partial η² = .091), which can be mainly attributed to the reduction of parenting stress and dyslexia specific stress as well as an enhancement of parental competencies. Planned contrasts showed that effects could not be approved directly after the training but 3 months later, indicating a delayed effect. Future studies should examine program effects on mothers and fathers on the basis of a larger representative sample.  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   

‘I make sure I am safe and I make sure I have myself in every way possible’: African-American youth perspectives on sexuality education     

Allison Kimmel  Terrinieka T. Williams  Tiffany C. Veinot  Bettina Campbell  Terrance R. Campbell  Mark Valacak 《Sex education》2013,13(2):172-185

High rates of pregnancy and sexually transmitted infections play a major role in the physical, mental, and emotional health of young people. Despite efforts to provide sexuality education through diverse channels, we know little about the ways in which young people perceive school- and community-based efforts to educate them about sexual health. Forty-eight African-American young people participated in six focus groups to discuss their sexuality education experiences. Three major themes emerged that highlight experiences and perspectives on optimal strategies for promoting sexual health. These themes were: (1) experiences with school-based sexuality education (SBSE), (2) seeking information outside of schools, and (3) general principles of youth-centred sexuality education. Young people in the focus groups expressed their varying satisfaction with SBSE due to the restricted content covered and lack of comfort with the instruction methods. Participants described how they reached outside of SBSE for sexuality education, turning to those in the community, including local organisations, health care providers, and peers, also expressing variability in satisfaction with these sources. Finally, participants identified three important principles for youth-centred sexuality education: trust and confidentiality, credibility, and self-determination. These findings give voice to the often-unheard perspectives of African-American young people. Based on their responses, it is possible to gain a better understanding of the optimal combination of school-, family-, peer-, and community-based efforts to support young people as they move towards adulthood.  相似文献   

A novel μ-fluidic whole blood coagulation assay based on Rayleigh surface-acoustic waves as a point-of-care method to detect anticoagulants     

Sascha Meyer dos Santos  Anita Zorn  Zeno Guttenberg  Bettina Picard-Willems  Christina Kl?ffling  Karen Nelson  Ute Klinkhardt  Sebastian Harder 《Biomicrofluidics》2013,7(5)

A universal coagulation test that reliably detects prolonged coagulation time in patients, irrespective of the anticoagulant administered, has not been available to date. An easily miniaturised, novel μ-fluidic universal coagulation test employing surface acoustic waves (SAW) is presented here. SAW was employed to instantly mix and recalcify 6 μl citrated whole blood and image correlation analysis was used to quantify clot formation kinetics. The detection of clinically relevant anticoagulant dosing with old anticoagulants (unfractionated heparin, argatroban) and new anticoagulants (dabigatran, rivaroxaban) has been tested and compared to standard plasma coagulation assays. The applicability of this novel method has been confirmed in a small patient population. Coagulation was dose-proportionally prolonged with heparin, argatroban, dabigatran, and rivaroxaban, comparable to standard tests. Aspirin and clopidogrel did not interfere with the SAW-induced clotting time (SAW-CT), whereas the strong GPIIb/IIIa-inhibitor abciximab did interfere. Preliminary clinical data prove the suitability of the SAW-CT in patients being treated with warfarin, rivaroxaban, or dabigatran. The system principally allows assessment of whole blood coagulation in humans in a point-of-care setting. This method could be used in stroke units, emergency vehicles, general and intensive care wards, as well as for laboratory and home testing of coagulation.  相似文献   

Reading race in a rural context     

Cynthia Lewis  Jean Ketter  Bettina Fabos 《International journal of qualitative studies in education》2013,26(3):317-350

This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and societal ideologies and the micro level by professional affiliations and identities. In analyzing data, we used qualitative coding procedures to arrive at key and illustrative events. These events were then analyzed using the tools of discourse analysis, which helped us to focus on the ideological underpinnings of the discourse. Our analyses revealed that as participants attempted to engage with the literature and bond with one another, we enacted personal, professional and group affiliations that served to sustain particular norms of whiteness even as we attempted to disrupt them.  相似文献   

"Dasselbe Studium"? Vielfalt und Gleichheit im Hochschulrecht     

Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(2):45-49

Die Diversifikation der Studien hat die Möglichkeiten für Mehrfachstudien und Zusatzqualifikationen erweitert. Gleichzeitig haben sich damit die Möglichkeiten für das Sammeln akademischer Grade ohne Erbringung von Leistungen erweitert. Die folgende Untersuchung geht der Frage nach, wie auf Grund studienrechtlicher und verwaltungsverfahrensrechtlicher Regelungen sichergestellt ist, dass der Erwerb von Zusatzqualifikationen ermöglich und der Missbrauch verhindert wird.  相似文献   

What is the problem in problem-based learning in higher education mathematics     

Bettina Dahl 《European Journal of Engineering Education》2018,43(1):112-125

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.  相似文献   

How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention     

Bettina Müller  Tobias Richter  Ana Križan  Teresa Hecht  Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.  相似文献   

New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data   总被引：1，自引：0，他引：1  

Bernhard Schmitz  Bettina S. Wiese 《Contemporary educational psychology》2006

The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.  相似文献