Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach     

Köhler  Carmen  Hartig  Johannes  Naumann  Alexander 《Educational Psychology Review》2021,33(3):1191-1211

Educational Psychology Review - The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the...  相似文献   

Hanging tough: post-PhD researchers dealing with career uncertainty     

Isabelle Skakni  María del Carmen Calatrava Moreno  Mariona Corcelles Seuba  Lynn McAlpine 《高等教育研究与发展》2019,38(7):1489-1503

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.  相似文献   

Analysis of lexical quality and its relation to writing quality for 4th grade,primary school students in Chile     

Gabriela Gómez Vera  Carmen Sotomayor  Percy Bedwell  Ana María Domínguez  Elvira Jéldrez 《Reading and writing》2016,29(7):1317-1336

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.  相似文献   

Multicultural approaches in education: a German experience     

Carmen Treppte 《International Journal of Early Years Education》1994,2(2):5-30

This paper is about learning in a multicultural context. It is not an outcome of academic research nor has it been composed in the tradition of armchair anthropology. It describes the development of a project which set off as an initiative in the field of pre‐school education to improve opportunities for Turkish migrant children, without expecting them to accomplish a one sided process of assimilation. Hence the work of the project and its co‐operating partners involved and affected a much wider range of people than the original ‘target group’, which accounts for the fact that in the following relatively little will be said about Turkish children.

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Small group learning: Do group members' implicit theories of ability make a difference?     

Nadin Beckmann  Robert E. Wood  Amirali Minbashian  Carmen Tabernero 《Learning and individual differences》2012,22(5):624-631

We examined the impact of members' implicit theories of ability on group learning and the mediating role of several group process variables, such as goal-setting, effort attributions, and efficacy beliefs. Comparisons were between 15 groups with a strong incremental view on ability (high incremental theory groups), and 15 groups with a weak incremental view on ability (low incremental theory groups). Groups worked on a computer-based management simulation. The task required the groups to learn the underlying structure of the simulation to be able to control the system effectively. High incremental theory groups set more challenging group goals, attributed their performance more to effort, developed stronger group efficacy, and displayed steeper learning trajectories than low incremental theory groups. Group goals mediated the impact of group members' implicit theories on group learning. Exploratory analyses of the group communication process revealed that members of the high incremental theory groups communicated more openly about the task and maintained a stronger task focus compared with members of the low incremental theory groups. Research on group learning benefits from a stronger individual differences perspective that incooperates variables such as implicit theories of ability as determinants of emerging group processes and outcomes.  相似文献   

The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement     

López-Crespo  Ginesa  Blanco-Gandía  M. Carmen  Valdivia-Salas  Sonsoles  Fidalgo  Camino  Sánchez-Pérez  Noelia 《Education and Information Technologies》2022,27(4):5233-5248

Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios....  相似文献   

The role of nonspeech rhythm in Spanish word reading     

M. Carmen González‐Trujillo  Sylvia Defior  Nicolás Gutiérrez‐Palma 《Journal of Research in Reading》2014,37(3):316-330

Recent literacy research shows an increasing interest in the influence of prosody on literacy acquisition. The current study examines the relationship of nonspeech rhythmic skills to children's reading acquisition, and their possible relation to stress assignment in Spanish, a syllable‐timed language. Sixty‐six third graders with no reading difficulties were scored on measures of nonspeech rhythm, word‐level decoding skill, reading fluency and reading with correct assignment of lexical stress. After controlling for verbal intelligence and working memory, hierarchical multiple regression analyses showed that nonspeech rhythm predicted unique variance in reading fluency and correct stress assignment; it did not predict decoding skills. Given that Spanish is a syllable‐timed as opposed to stress‐timed language like English, the association between nonspeech rhythm, reading fluency and stress assignment found in our study suggests that nonspeech rhythm may be a universal factor in reading acquisition, independent of the type of linguistic rhythm.  相似文献   

BOOK REVIEWS     

Carmen Dalli  Julie Evans  Amita Gupta  Denise Hevey  Rona Tutt OBE  Rona Tutt OBE 《International Journal of Early Years Education》2007,15(3):311-323

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新时代的批判媒介和文化研究   总被引：2，自引：0，他引：2  

卡门·卢克  张玲 《大学.研究与评价》2007,(10)

本文从历史的角度分析了批评性媒介素养在不同历史阶段的关注重点,并辅以事例着重阐释了如何利用分析方法使批判性素养的理论与实践相结合,从而提高学生的批判性媒介素养,特别是随着多种新媒体的出现,更需要在文化研究的关照下关注新的媒介素养问题。  相似文献   

Iterative and Event-Based Frameworks for University and School District Technology Professional Development Partnerships     

Joseph Winslow  Jeremy Dickerson  Carmen Weaver  Fair Josey 《TechTrends》2016,60(1):56-61

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