Who is retained in school,and when? Survival analysis of predictors of grade retention in Luxembourgish secondary school     

Florian Klapproth  Paule Schaltz 《European Journal of Psychology of Education - EJPE》2015,30(1):119-136

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PISA under examination: changing knowledge,changing tests,and changing schools     

Florian Waldow 《比较教育学》2013,49(4):536-537

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Communications media and current-events knowledge among college students     

Christopher J. Lucas  Charles D. Schmitz 《Higher Education》1988,17(2):139-149

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The vicissitudes of measurement: a confirmatory factor analysis of the Emotional Autonomy Scale     

Schmitz MF  Baer JC 《Child development》2001,72(1):207-219

This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents.  相似文献   

Editorial     

Lani Florian 《Journal of Research in Special Educational Needs》2002,2(2)

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Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献   

Beyond access: special education in America     

Lani Florian  Jane West 《欧洲特需教育杂志》2013,28(2):124-132

ABSTRACT

This paper seeks to examine the parallels between many aspects of conductive education and the conceptual framework of Feuerstein's theory of mediated learning. Conductive education is not a treatment administered to remedy some pathology, as is the case with many therapies, but rather a system of education aimed at developing the whole individual. How this process is achieved may be enlightened by reference to Feuerstein's model of mediated learning experience (MLE). Two key aspects of Feuerstein's theory are examined: first, structural cognitive modifiability (SCM), which maintains that every individual's cognitive structures are capable of modifiability, despite barriers of retardation ‐ very much in line with modern neuroscience and its model of the brain as a plastic and adaptable system; and secondly, mediation (MLE), which is the process whereby a more initiated individual acts as a mediator between culture and child and thereby directs the child into preparing an adequate response. A detailed examination with exemplars is then undertaken into the mediation of many different aspects of development, including the three essential mediation processes of intentionality and reciprocity, transcendence and meaning. Finally, the implications of Feuerstein's theory for models of research and evaluation are considered, particularly the need for more qualitative and interactional approaches which maintain ecological validity.  相似文献   

A closer look at split visual attention in system- and self-paced instruction in multimedia learning     

Florian Schmidt-Weigand  Alfred Kohnert  Ulrich Glowalla 《Learning and Instruction》2010,20(2):100-110

Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N = 90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N = 31). In both experiments the text modality was varied (written, spoken). During learning, the participants’ eye movements were recorded. Results from both experiments revealed that learners spent more time studying the visualizations with spoken text than those with written text. In written text conditions learners consistently started reading before alternating between text and visualization; moreover, they spent more time reading the text than inspecting the visualizations. While in Experiment 1 additional time that was made available in conditions with a slow or medium instruction pace was spent inspecting visualizations, in Experiment 2 longer learning times resulted from reading the text more intensively. With respect to learning outcomes (retention, transfer, and visual memory) Experiment 1 revealed an effect of text modality for visual memory only. In Experiment 2 no modality effects were found. Instruction pace was hardly related to learning outcomes. Overall, the results confirm prior findings suggesting that the distribution of visual attention in multimedia learning is largely guided by the text.  相似文献   

Exploring inclusive pedagogy     

Lani Florian  Kristine Black‐Hawkins 《British Educational Research Journal》2011,37(5):813-828

This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.  相似文献   

Ranking scientific articles based on bibliometric networks with a weighting scheme     

Yu Zhang  Min Wang  Florian Gottwalt  Morteza Saberi  Elizabeth Chang 《Journal of Informetrics》2019,13(2):616-634

As the volume of scientific articles has grown rapidly over the last decades, evaluating their impact becomes critical for tracing valuable and significant research output. Many studies have proposed various ranking methods to estimate the prestige of academic papers using bibliometric methods. However, the weight of the links in bibliometric networks has been rarely considered for article ranking in existing literature. Such incomplete investigation in bibliometric methods could lead to biased ranking results. Therefore, a novel scientific article ranking algorithm, W-Rank, is introduced in this study proposing a weighting scheme. The scheme assigns weight to the links of citation network and authorship network by measuring citation relevance and author contribution. Combining the weighted bibliometric networks and a propagation algorithm, W-Rank is able to obtain article ranking results that are more reasonable than existing PageRank-based methods. Experiments are conducted on both arXiv hep-th and Microsoft Academic Graph datasets to verify the W-Rank and compare it with three renowned article ranking algorithms. Experimental results prove that the proposed weighting scheme assists the W-Rank in obtaining ranking results of higher accuracy and, in certain perspectives, outperforming the other algorithms.  相似文献