Political Pedagogy: Prescriptions for Radical Reform     

E. Christian Anderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):307-310

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Content-Related Interactions in Self-initiated Study Groups     

Karen Christian 《International Journal of Science Education》2013,35(14):2231-2255

The central goal of the present exploratory study was to investigate the nature of the content-related interactions in study groups independently organized by college organic chemistry students. We were particularly interested in the identification of the different factors that affected the emergence of opportunities for students to co-construct understanding and engage in higher levels of cognitive processing. Our results are based on the analysis of in situ observations of 34 self-initiated study sessions involving over a 100 students in three academic semesters. The investigation revealed three major types of social regulation processes, teaching, tutoring, and co-construction in the observed study sessions. However, the extent to which students engaged in each of them varied widely from one session to another. This variability was mostly determined by the specific composition of the study groups and the nature of the study tasks in which they were engaged. Decisions about how to organize the study session, the relative content knowledge and conceptual understanding expressed by the participants, as well as the cognitive level of the problems that guided group work had a strong impact on the nature of student interactions. Nevertheless, group talk in the observed study groups was mostly focused on low-level cognitive processes. The results of our work provide insights on how to better support students' productive engagement in study groups.  相似文献   

Do you want your child to have a certified teacher?     

Christian Andersson  Nina Waldenström 《Economics of Education Review》2011,30(1):65-78

This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities.  相似文献   

Profiles of cognitive precursors to reading acquisition. Contributions to a developmental perspective of adult literacy     

Christian Sebastián  Renato Moretti 《Learning and individual differences》2012,22(5):585-596

This article discusses conceptual and empirical elements concerning the development of cognitive processes that function as precursors of reading, and their association with the acquisition of reading skills in an adult population participating in literacy courses. It connects emergent literacy research with historical–cultural and bioecological concepts. Subsequently, it focuses on the problem of the development of profiles of cognitive reading precursors. A sample of 63 Chilean adults was studied through a growth/learning curves approach. The study replicated previous results indicating the existence of three major profiles of these cognitive precursors. Together, these precursors are associated with significantly different learning curves beyond the effect of each precursor considered separately. In addition, it established a negative association between initial phonological awareness and the rate of reading acquisition during the course. It has been claimed that an individual's participation in specific cultural activities throughout his/her life influences the development of the precursors of reading. Based on a complementary biographical study of a subsample of participants, preliminary evidence is presented that supports this link.  相似文献   

Le Sport et la Guerre XIXe – XXe siècles     

Christian Vivier 《国际体育史杂志》2013,30(8):930-931

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Informal workplace learning: An exploration of age differences in learning competence     

Melanie Schulz  Christian Stamov Roßnagel 《Learning and Instruction》2010,20(5):383-399

Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the ageing of the workforce, we also explored age differences in learning competence in an online survey of 470 workers in three age groups (17–35, 36–50, and 51–65 years old) at a German mail-order company. Learning competence predicted success in informal learning independent of worker age, but was partially mediated by memory self-efficacy, which might induce second-order age effects under unfavourable T&D conditions.  相似文献   

University educational reform in the sixties — Ideals,goals, and results     

Christian Bay 《Interchange》1988,19(3-4):163-176

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Educational Experiences of Nigerian Scientists and Engineers: problems of technological skill‐formation for national self‐reliance     

Chikwendu Christian Ukaegbu 《比较教育学》1985,21(2):173-182

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Kommunizierende Workflow-Services modellieren und analysieren     

Wolfgang Reisig  Karsten Schmidt und Christian Stahl 《Informatik - Forschung und Entwicklung》2005,20(1-2):90-101

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The workplace as learning environment: Introduction     

Christian Harteis  Stephen Billett 《International Journal of Educational Research》2008,47(4):209-212

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