Teachers' Assessments of Students' Achievements: The Ecological Validity of Studies Using Case Vignettes     

Sabine Krolak-Schwerdt  Thomas Hörstermann  Sabine Glock  Ines Böhmer 《Journal of Experimental Education》2013,81(4):515-529

In two studies, we investigated the extent to which research using case vignettes of fictitious students is able to yield research results that are ecologically valid representations of teachers' assessments of students' educational achievement in their real classrooms. The type of assessment was teachers' tracking decisions from primary to secondary school. In Study 1, which was conducted in the German educational system, teachers decided which secondary school track their own students would attend and were subsequently confronted with the same decision for fictitious students described in vignettes. Study 2 was a replication in the Luxembourgish educational system. Ordinal and logistic regression models were used to compare decision making in the two conditions of actual students versus case vignettes. No major differences were found between the two conditions. Results are discussed with respect to the ecological validity of research designs that use case vignettes.  相似文献   

The pedagogic signature of special needs education     

Sabine Weiß  Markus Kollmannsberger  Thomas Lerche  Viktor Oubaid  Ewald Kiel 《欧洲特需教育杂志》2013,28(2):200-219

The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of a pedagogic signature should create an identity and provide guidance, particularly for teachers who are working in the context of inclusive schools with no prior knowledge or training in this regard. The study is carried out against the background of the structural uncertainty of the teaching profession and takes into consideration existing normative, theoretical and empirical approaches in education. Existing research regarding demands is largely theoretical, while empirical research is rudimentary. The present study used a multi-method approach to identify demands for working with students with special educational needs. Experts in the areas of learning disabilities and emotional/behavioural disorders completed an instrument from the field of industrial and organisational psychology, quantifying and weighting professional demands on teachers according to their importance. The results were added and validated through group discussions, creating a demand profile. By combining the results with the dimensions of a signature pedagogy, according to Shulman, it is apparent that surface structure and deep structure play a minor role in the perceptions of special needs teachers. The central importance of the implicit structure is characteristic of the pedagogic signature. This importance is represented by the target group’s emphasis on demands such as having an appreciative leadership or authenticity. An even greater emphasis is placed on the aspect of attitude – this is having a humanistic ethos. The demand profile and the resulting consequences for the practice of teaching will be considered with a view towards current problems and questions in research and practice, and particularly with regard to inclusion.  相似文献   

Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling     

Franziska Bouley  Eveline Wuttke  Kathleen Schnick-Vollmer  Bernhard Schmitz  Stefanie Berger  Sabine Fritsch 《Peabody Journal of Education》2013,88(4):491-502

Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects).  相似文献   

Implicit sublexical phonological processing in an acquired dyslexic patient     

Nancy Hildebrandt  Scott M. Sokol 《Reading and writing》1993,5(1):43-68

We report a case study of an acquired dyslexic subject, who on tasks standardly used to assess acquired dyslexia showed no evidence of having any access to sublexical phonological information. However, on a lexical decision task, he showed normal effects of spelling regularity for low-frequency words. Since this effect is typically attributed to the use of sublexical phonological information in word recognition, it appears that sublexical phonological processing is occurring for this subject. The spelling regularity effect is discussed with respect to models of written word recognition and to acquired dyslexia. It is suggested that the reason for the discrepancy in test results may be that the types of explicit tasks previously used in the neuropsychological literature on dyslexia, which require conscious awareness of phonological representations, are not sensitive to implicit processing.  相似文献   

Journalists’ Coverage of Online Firestorms in German-Language News Media     

Sabine Einwiller  Benno Viererbl  Sascha Himmelreich 《Journalism Practice》2017,11(9):1178-1197

When people perceive events that conflict with their expectations they can easily express their agitation and concerns online and likely find others who share their opinion. When large quantities of messages containing negative word-of-mouth suddenly spread in social media we speak of an online firestorm. By covering the outcry, journalists elevate it onto a mainstream communication platform and support the process of scandalization. Content analysis was used to explore how journalists, working for German-language media, cover this phenomenon. Over a period of 16 months, 130 online firestorms were identified and analyzed. Based on a typology of online firestorms, we have found that the majority of cases address events of perceived discrimination and moral misconduct aiming at societal change. Vilification of the organization or person occurred to a much lesser extent. Thus, journalistic coverage of the phenomenon focuses on the rectification attempts of an aroused public. Image-repair responses of the firestorm objects are quoted by journalists in about half of the articles, thereby providing some balanced reporting about the online criticism. This study provides an initial insight into how online firestorms are used as a topic of news coverage by journalists and explores journalists’ contribution to attempts of online scandalization.  相似文献   

Assessing pupils’ attitudes towards religious and worldview diversity – development and validation of a nuanced measurement instrument     

Sabine Hermisson  Perman Gochyyev  Mark Wilson 《British Journal of Religious Education》2019,41(4):371-387

ABSTRACT

In this article, we outline the development and validation of an instrument for the assessment of attitudes towards religious diversity. The instrument uses four parallel scales, which evaluate attitudes towards Muslims, Christians, Jews and towards Non-religious people. Each scale is subdivided into eight parallel profile types and tests for the acceptance of six levels of social proximity. Drawing on a sample of 281 respondents (which include Muslims, Christians, Jews, Non-religious and Other) and employing the item response theory, we examine the reliability and validity of the instrument and present first results. We found that respondents discriminated greatly between the eight profile types and made clear distinctions with regard to the proximity of social relationships. Relative to these distinctions within each religion, differences between the four groups Muslims, Christians, Jews and Non-religious appeared minimal. These findings suggest that the results of previous research which indicate scepticism towards Islam despite general respect for religious diversity could be due to stereotyping.  相似文献   

Context characteristics and their effects on students’ situational interest in chemistry     

Sebastian Habig  Janet Blankenburg  Helena van Vorst  Sabine Fechner  Ilka Parchmann  Elke Sumfleth 《International Journal of Science Education》2018,40(10):1154-1175

ABSTRACT

Many studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning.  相似文献   

2. Robin Alexander/Patricia Broadfoot/David Phillips (Hrsg.): Learning from Comparing. New directions in comparative educational research. Vol. 1. Contexts, Classrooms and Outcomes     

Sabine Hornberg  Peter J. Weber 《Zeitschrift für Erziehungswissenschaft》2000,3(4):631-633

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Hypertext adventures: Computer-assisted teaching of technical report writing in Delft     

Bas A. Andeweg  Erika R. Hoekstra  Jaap C. De Jong  Sabine Kunst 《Instructional Science》1992,21(1-3):139-153

Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorial groups in which students are given feedback regularly. A computer-assisted practical that aims at diminishing the amount of effort of the lecturer while increasing the participation of the students through interactive and user-friendly courseware is described. The program is developed in the Knowledge Pro environment (MS-Windows 3). The program consists of three modules: 1) a product module which offers examples of ideal texts and criteria for them; 2) a style module which offers information on stylistic aspects such as sentence complexity, use of examples, use of connectives, spelling etc.; 3) a process module, which offers a standard procedure for planning and outlining a technical report and an example, in the form of a (hyper)text adventure.Besides, the program offers individual advice to students who face problems during the writing process. In each module the student can opt for additional examples or exercises via buttons, menus and hypertext paths. The program has been written in the Dutch language.  相似文献   

Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial     

Hoogendijk  Kirsten  Holland  Judith G.  Tick  Nouchka T.  Hofman  Adriaan W. H.  Severiens  Sabine E.  Vuijk  Patricia  Maras  Athanasios  van Veen  Dolf 《European Journal of Psychology of Education - EJPE》2020,35(1):111-135

European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing...  相似文献