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Jörn R. Sparfeldt Rumena Kimmel Lena Löwenkamp Antje Steingräber Detlef H. Rost 《Educational Assessment》2013,18(4):214-232
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N 1 = 230, N 2 = 340, N 3 = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance. 相似文献
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This paper analyses urban waste systems to explore how local authorities can resolve challenges related to climate change, urbanization and resource depletion. The paper investigates how different public governance regimes affect local authorities’ ability to move upwards in the waste hierarchy. It identifies three different governance regimes – traditional bureaucracy, new public management and networked governance – and uses the insights from innovation in urban waste in three Norwegian city regions – Oslo, Drammen and Bergen – to illuminate how these regimes possess both strengths and weaknesses in how they affect system optimization and system change. The observed working practices signal that the issue of urban waste systems is perceived as a challenge of system optimization rather than system change. Viewing this as a challenge requiring system change would probably have ensured a stronger directionality and a broader anchoring of actors. Such an approach is likely to have arrived at a waste prevention mode earlier than the step-by-step-solutions implemented so far. The paper concludes that there is not one best governance regime, but a need to acknowledge their co-existence and carefully consider the characteristics of the respective regimes in order to arrange urban waste systems for long-term dynamic and sustainable city regions. 相似文献
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J. Peter Rothe 《Distance Education》1985,6(2):199-208
It is in response to the limited or fragmented conceptual development of past audio teleconference research that this conceptual framework is offered. It is intended to serve as the basis for further reflection and refinement so that more rigorous research can be conducted. 相似文献
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Arnold Rothe 《Higher Education in Europe》1994,19(3):49-56
The article highlights the Project, Magister in den Beruf (the Master of Arts and the Professions) launched at the University of Heidelberg in 1992. The rationale for the project was that the vacancies in some traditional careers like teaching, journalism, the printing industry, tourism, etc., can no longer absorb the growing number of graduates in the human and the social sciences. Consequently, undergraduates tend to prolong their studies or, on the contrary, to drop out, while graduates end up accepting employment beneath their intellectual levels, despite the fact that society will, in the future, require a large number of highly trained professionals. The two aims of the project are to familiarize interested students with certain sectors of the business world (e.g., public relations, advertising, personnel management, continuing education, etc.) and to inform the body of employers about the key qualifications of graduates. The means to this end include foundation courses in economics, talks given by employers and trainees, guided visits to enterprises, trade fairs, and internships. 相似文献
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Antje Barabasch 《Compare》2013,43(2):155-183
Germany's vocational education and training (VET) and corresponding teacher-education programmes are known worldwide for their integrated framework. Government legislation unifies companies, unions and vocational schools, and specifies the education and training required for students as well as vocational teachers. Changing from the Diplom programme model to the Anglophone Bachelor and Masters degree model has raised concerns for VET teacher preparation. It is within this context that we explore Germany's VET teacher-education system and current academic debates. We further investigate challenges in the development of Canada's VET teacher-education programmes and suggest some policy borrowing from the German model. 相似文献
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Paul D. Hastings Lindsey C. Partington Rana Dajani Antje von Suchodoletz 《Child development》2021,92(5):e798-e816
This study of 52 predominantly lower income Jordanian and Syrian families with young children (31 girls; Mage = 53.37 months, SD = 3.53) in Jordan began in 2019, before the pandemic. Families were followed to explore stress physiology, family functioning, and mental health over the first 9 months of the pandemic. Mothers reported less adaptive coping and more negative changes to family life in June 2020 when their children had poorer behavioral self-regulation and more behavior problems, and when families had lower income, in 2019. More negative changes to family life predicted greater hair cortisol concentrations in children in June 2020, and more negative changes and less adaptive coping predicted worse child and mother psychosocial adjustment in December 2020. 相似文献
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Antje Barabasch Ph.D Dr. phil. Stefan Wolf 《Zeitschrift für Erziehungswissenschaft》2011,14(2):283-307
The international practice of transferring educational structures, curricula and best practice, shortly summarized under the term ??policies??, from Germany to many other countries has taken place since more than 40 years. In this article we will first explain the theoretical framework for the analysis of policy transfer. In the second part the model of work culture as a developmental approach and extended theoretical framework that can be used for the analysis of context factors in the policy transfer process will be introduced. This model is applied to the analysis of policy transfer in vocational education and training in China and Turkey and used to explain context, actors and goals as well as transfer attainments. 相似文献