Involving Roma parents: analysing the good practice of a primary school in Ghent     

Joris Wauters  Christof Van Mol  Noel Clycq  Joris Michielsen  Christiane Timmerman 《British Journal of Sociology of Education》2017,38(3):287-306

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom.  相似文献   

Effects of short-term video-based interventions and instructions on teachers’ feedback skills to support students’ self-regulated learning     

Baadte  Christiane 《European Journal of Psychology of Education - EJPE》2019,34(3):559-578

European Journal of Psychology of Education - It was investigated whether teachers’ feedback skills to support students’ self-regulated learning (SRL) can be improved by short-term...  相似文献   

Unterricht mit digitalen Medien — zwischen Innovation und Tradition?     

Prof. Dr. Sigrid Blömeke  Dipl.Psych. Christiane Müller  Dipl.Psych. Dana Eichler 《Zeitschrift für Erziehungswissenschaft》2006,9(4):632-650

Konzepte zum Einsatz von digitalen Medien verdeutlichen deren Potenziale hinsichtlich einer Unterstützung des problemorientierten, selbstbestimmten und kooperativen Lehrens und Lernens. Offen ist aber, ob Lehrerinnen und Lehrer dieses Potenzial auch wirklich nutzen. M?glicherweise werden die neuen Medien lediglich in überlieferte Handlungsmuster integriert. Ziel des Forschungsprojekts, über das hier berichtet wird, ist es, einen Beitrag zur Entwicklung einer Theorie zum Lehrerhandeln im Medienzusammenhang zu leisten. Dabei wurden (1) Handlungsmuster von Lehrpersonen beim Einsatz neuer Medien im Unterricht identifiziert und (2) Hypothesen über m?gliche Zusammenh?nge von Handlungsmuster, Medien-Expertisegrad und Fachzugeh?rigkeit generiert. — Es wurden Videoaufnahmen von 20 Unterrichtsstunden mithilfe eines niedrig-inferenten Kategoriensystems analysiert und hinsichtlich zugrundeliegender Grundmuster clusteranalytisch ausgewertet. Die Ergebnisse zeigen, dass auf einer zugrunde gelegten Skala mit den Polen „instruktional“ und „konstruktivistisch“ unterschiedliche Muster von Lehrerhandeln beim Einsatz digitaler Medien im Unterricht identifiziert werden k?nnen, die sich als traditionell-lehrerzentriert bzw. als innovativ-schülerorientiert beschreiben lassen.  相似文献   

Valide Erfassung der Kompetenzen von Studierenden in der Hochschulbildung     

Christiane Kuhn  Olga Zlatkin-Troitschanskaia  Hans Anand Pant  Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2016,19(2):275-298

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Change in test-taking motivation and its relationship to test performance in low-stakes assessments     

Christiane Penk  Dirk Richter 《Educational Assessment, Evaluation and Accountability》2017,29(1):55-79

Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.  相似文献   

Formale Konsistenzsicherung in informellen Software-Spezifikationen     

Jan Scheffczyk  Christiane Stutz  Uwe M. Borghoff und Johannes Siedersleben 《Informatik - Forschung und Entwicklung》2004,19(1):17-29

Zusammenfassung. Die Spezifikation ist die Grundlage für den Erfolg eines Software-Projekts. Der Praktiker konzentriert sich hier i.d.R. auf die größte Herausforderung: die vollständige und inhaltlich korrekte Erfassung aller Anforderungen an das zu erstellende Software-System. Dass Spezifikationen für große Systeme aus vielen Dokumenten verschiedener Ausprägung in Form und Inhalt bestehen, tritt dabei meist in den Hintergrund. Ihre Konsistenz wird meist mit hohem manuellem Aufwand sichergestellt. Der Erstellung formal korrekter und konsistenter Software-Spezifikationen widmen sich zahlreiche theoretische Arbeiten. In der Praxis sind sie jedoch meist nicht mit der gewohnten Arbeitsweise vereinbar. In diesem Artikel stellen wir einen Mittelweg vor: Wir nutzen die Spezifikationsbausteine von sd&m für die Spezifikation, die als Ergebnisse Dokumente in natürlicher Sprache sowie semi-formale Darstellungen umfasst. Für Spezifikationen, die nach diesen Bausteinen erstellt wurden, definieren wir Konsistenz durch formale zeitbehaftete Konsistenzregeln. Ein von uns entwickeltes Auswertungswerkzeug ermittelt Inkonsistenzen präzise. Unterstützt von einem solchen Werkzeug kann sich der Software-Ingenieur wieder ganz auf das Hauptanliegen der Spezifikation konzentrieren: ihre inhaltliche Korrektheit und Vollständigkeit.Eingegangen am 19. August 2003, Angenommen am 10. März 2004, CR Subject Classification: D.2.1, D.3.1, H.3.1, I.7.1  相似文献   

English Sports und deutsche Bürger     

Christiane Eisenberg  Hans Joachim Teichler 《Sportwissenschaft》2001,31(3):334-342

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Courts Provide Insight on Content Validity Requirements     

Christiane H. Citron 《Educational Measurement》1983,2(4):6-7

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Focus of attention and choice of text modality in multimedia learning     

Wolfgang Schnotz  Christoph Mengelkamp  Christiane Baadte  Georg Hauck 《European Journal of Psychology of Education - EJPE》2014,29(3):483-501

The term ‘modality effect’ in multimedia learning means that students learn better from pictures combined with spoken rather than written text. The most prominent explanations refer to the split attention between visual text reading and picture observation which could affect transfer of information into working memory, maintenance of information in working memory or the effective size of working memory. The assumption of a continuous need for split attention is questionable, however. Learners can keep pictorial information in working memory, when they have seen the picture before, especially if they have higher prior knowledge. Instead of suffering from a permanent split attention, learners frequently show tendencies to simply ignore pictures. This suggests guiding learners towards picture analysis by picture-related text paragraphs. We assume that these paragraphs are associated with stronger modality effects than content-related paragraphs, especially if the pictures are new to learners. These assumptions were tested in an experiment with 120 students learning about volcanism from illustrated text consisting of segments each including a content-related paragraph followed by a picture-related paragraph describing the accompanying visualization. Content-related and picture-related paragraphs were presented as visual or auditory texts leading to 2x2 conditions of text presentation. Picture novelty was manipulated by presenting a picture throughout the whole segment or only when the picture-related paragraph was read. As expected, picture-related paragraphs were associated with stronger modality effects than content-related paragraphs if picture novelty is high. The distinction between different kinds of paragraphs seems to be important for the prediction of modality effects.  相似文献   

Safety and Efficacy of Mobility Interventions in Patients with Femoral Catheters in the ICU: A Prospective Observational Study     

Christiane Perme  Theresa Nalty  Chris Winkelman  Ricardo Kenji Nawa  Faisal Masud 《Cardiopulmonary Physical Therapy Journal》2013,24(2):12-17

Introduction

There are limited data describing mobility interventions provided to patients with femoral catheters. The purpose of this study was to examine the incidence of femoral catheter related adverse effects during physical therapy (PT) sessions in a cardiovascular intensive care unit (ICU).

Methods

This was a prospective, observational study and included patients with at least one femoral catheter. Data were collected after each PT session.

Results

There were 77 subjects with a total of 92 femoral catheters (50 arterial, 15 central venous, and 27 dialysis) treated. A total of 210 separate PT sessions occurred with 630 mobility activities including sitting on side of bed, standing at the bedside, transfers to stretcher chair or regular chair, and walking. There were no catheter related mechanical or thrombotic complications during any of the PT sessions.

Conclusions

Physical therapy sessions, including standing and walking were feasible and safe in cardiovascular ICU patients with femoral catheters who met the criteria for mobility interventions. The results from this study support the hypothesis that early mobilization in patients with femoral catheters is important to minimize functional decline and provide evidence that the presence of femoral catheters alone should not be a reason to limit progressive mobility interventions.Key Words: physical therapy, ICU, early mobilization, femoral catheter  相似文献