Evaluating Groupware Support for Software Engineering Students     

Sarah Drummond  Cornelia Boldyreff  Magnus Ramage 《Computer Science Education》2013,23(1):33-54

Software engineering tasks, during both development and maintenance, typically involve teamwork using computers. Team members rarely work on isolated computers. An underlying assumption of our research is that software engineering teams will work more effectively if adequately supported by network-based groupware technology. Experience of working with groupware and evaluating groupware systems will also give software engineering students a direct appreciation of the requirements of engineering such systems.  相似文献   

Don't throw it away     

Helen Cornelia Spencer 《Early Childhood Education Journal》1982,9(3):43-44

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Age-related differences in vision and proprioception in a lower limb interceptive task: the effects of skill level and practice     

Williams AM  Weigelt C  Harris M  Scott MA 《Research quarterly for exercise and sport》2002,73(4):386-395

This study examined age-related differences in the role of visual proprioception during a lower limb interceptive action and how this varies as a function of skill and practice. In Experiment 1, skilled and less-skilled 8-, 10-, and 12-year-old boys controlled a soccer ball using their preferred foot under full vision and when sight of the effector was occluded. With the exception of the high-skilled 12-year-olds and low-skilled 8-year-olds, participants showed a decrement in peformance when denied access to visual proprioception. In Experiment 2, the effect of practicing under different informational constraints was examined for 12 year-old boys. Children performed varying amounts of practice under full vision, or in a condition where sight of the foot was occluded, before being transferred to the alternative viewing condition. Participants who practiced under occluded viewing conditions showed greater relative improvement in performance over practice and transfer sessions compared with a full vision control group. Some support is provided for the manipulation of visual informational constraints as an effective pedagogical approach to motor learning.  相似文献   

Differential Susceptibility in Early Literacy Instruction Through Computer Games: The Role of the Dopamine D4 Receptor Gene (DRD4)     

Cornelia A. T. Kegel  Adriana G. Bus  Marinus H. van IJzendoorn 《Mind, Brain, and Education》2011,5(2):71-78

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7‐repeat) profited most from the computer program with positive feedback, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.  相似文献   

Influence of mother, father, and child risk on parenting and children's cognitive and social behaviors   总被引：1，自引：0，他引：1  

Cabrera NJ  Fagan J  Wight V  Schadler C 《Child development》2011,82(6):1985-2005

The association among mothers', fathers', and infants' risk and cognitive and social behaviors at 24 months was examined using structual equation modeling and data on 4,200 on toddlers and their parents from the Early Childhood Longitudinal Study, Birth Cohort. There were 3 main findings. First, for cognitive outcomes, maternal risk was directly and indirectly linked to it through maternal sensitivity whereas paternal risk was only indirectly related through maternal sensitivity. Second, for social behaviors, maternal and paternal risks were indirectly linked through maternal sensitivity and father engagement. Third, maternal and paternal levels of risk were linked to maternal supportiveness whereas mothers' and children's risk were linked to paternal cognitive stimulation. Implications are that policy makers must take into account effects of mothers', children's, and fathers' risk on young children's functioning.  相似文献   

The funding-productivity-gender nexus in science,a multistage analysis     

Cornelia Lawson  Aldo Geuna  Ugo Finardi 《Research Policy》2021,50(3):104182

This paper contributes to the literature on the observed research funding and scientific productivity gender gap in science. On the basis of very detailed information for a sample of 276 academics at the University of Turin over a ten year period, we develop a robust new model that takes into account the three main stages of the funding-productivity nexus: applying for a grant, successful fund raising and conducting the research, to investigate at which stage the gender gap emerges. In the model, we control for differences – not previously examined together - in the time allocated to teaching, administration and child care, which might moderate the gender effect. Using a Two-Stage Least Square (2SLS) model we control, for selection into funding, endogeneity of career progress and endogeneity of funding success, and find, first, that researchers who apply for grants are active in teaching and administration and show persistent funding application behaviour, but find no evidence of a significant gender bias; second, when we control for application selection, the negative gender correlation with funding acquisition becomes stronger, while teaching is negatively correlated to the amount of funding raised; and, third, controlling for selection and reverse causality, we find that funding is not associated to higher research productivity. At all stages of the funding-productivity nexus we find negative, albeit insignificant, secondary gender effects associated with administrative tasks, but less so with teaching. In the research impact-quality estimations we provide evidence of a ‘motherhood penalty’ for female academics with young children who did not apply for funding (including evidence of a causal effect). In line with the literature, we find that, after controlling for children, female researchers are less productive in terms of publications, but not in terms of research quality or impact.  相似文献   

Editor's Notes     

Diane Brunner 《Teaching Education》2013,24(2):1-2

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“Excellent Library”—A Holistic Quality Model and Certificate for Libraries: Concept and Experiences from Germany     

Cornelia Vonhof  Maria Bertele 《International Information and Library Review》2017,49(1):19-30

In Germany, more than 15 libraries are operating successfully with the quality model Excellent Library. They are part of a research project at Stuttgart Media University where the quality model and certificate have been developed since 2008. The article reflects the experiences of the project: A short introduction to the German library system and quality projects in German libraries will be followed by an overview over the model and certificate. Furthermore, the challenging process of becoming an Excellent Library and related effects will be described.  相似文献   

Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development     

Martin J. Doherty  Marina C. Wimmer  Cornelia Gollek  Charlotte Stone  Elizabeth J. Robinson 《Child development》2021,92(1):205-221

Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years.  相似文献   

Der Mathematikunterricht der PISA-Schülerinnen und -Schüler     

Mareike Kunter  Martin Brunner  Jürgen Baumert  Uta Klusmann  Stefan Krauss  Werner Blum  Alexander Jordan  Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520

Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA, die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt. Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird.  相似文献