Sampling Methods and Sample Populations in Quantitative Mass Communication Research Studies: A 15-Year Census of Six Journals     

Joseph Erba  Brock Ternes  Piotr Bobkowski  Tara Logan  Yuchen Liu 《Communication Research Reports》2018,35(1):42-47

This study evaluated the sampling methods and sample populations used in all U.S.-based survey and experimental mass communication studies published between 2000 and 2014 in six major journals (N = 1,173). Most studies used nonprobability samples, and more than half used student samples. Experiments used more nonprobability and student samples than surveys. Funded studies used more probability and nonstudent samples than nonfunded studies. Implications of results pertaining to population validity and interpretations of findings for mass communication research are discussed.  相似文献   

Technical analysis of a Central Asian wall painting detached from a Buddhist cave temple on the northern Silk Road     

Birgit Angelika Schmidt  Martin Andreas Ziemann  Simone Pentzien  Toralf Gabsch  Werner Koch  Jörg Krüger 《文物保护研究》2016,61(2):113-122

A great number of Central Asian wall paintings, archeological materials, architectural fragments, and textiles, as well as painting fragments on silk and paper, make up the so called Turfan Collection at the Asian Art Museum in Berlin. The largest part of the collection comes from the Kucha region, a very important cultural center in the third to ninth centuries. Between 1902 and 1914, four German expeditions traveled along the northern Silk Road. During these expeditions, wall paintings were detached from their original settings in Buddhist cave complexes. This paper reports a technical study of a wall painting, existing in eight fragments, from the Buddhist cave no. 40 (Ritterhöhle). Its original painted surface is soot blackened and largely illegible. Grünwedel, leader of the first and third expeditions, described the almost complete destruction of the rediscovered temple complex and evidence of fire damage. The aim of this case study is to identify the materials used for the wall paintings. Furthermore, soot deposits as well as materials from conservation interventions were of interest. Non-invasive analyses were preferred but a limited number of samples were taken to provide more precise information on the painting technique. By employing optical and scanning electron microscopy, energy dispersive X-ray spectroscopy, micro X-ray fluorescence spectroscopy, X-ray diffraction analysis, and Raman spectroscopy, a layer sequence of earthen render, a ground layer made of gypsum, and a paint layer containing a variety of inorganic pigments were identified.  相似文献   

Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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Buchbesprechungen     

Willibald Simma  Birgit Schintler  Werner Hauser 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(3):97-99

Ohne Zusammenfassung  相似文献   

Kallaway,Peter (ed.). 2002. The History of Education under Apartheid 1948–1994. The Doors of Learning and Culture Shall be Opened. New York: Peter Lang. 399 pp. ISBN: 0-8204-5754-X.     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):635-637

International Review of Education -  相似文献   

Influence of Previous Knowledge, Language Skills and Domain-specific Interest on Observation Competency     

Lucia Kohlhauf  Ulrike Rutke  Birgit Neuhaus 《Journal of Science Education and Technology》2011,20(5):667-678

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as ‘just looking’ rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice of this method is necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is first necessary to assess each child’s competency. Therefore, drawing on the recent literature, we developed in this study a competency model that was empirically evaluated within learners (N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting of three dimensions (‘Describing’, ‘Scientific reasoning’ and ‘Interpreting’) and three skill levels, it was possible to assess each child’s competency level and to develop and evaluate guided play activities to individually foster a child’s observation competency.  相似文献   

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?     

Gail Crimmins  Gregory Nash  Kristel Alla  Ginna Brock  Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.  相似文献   

Der Einfluss von Lehrervorstellungen zum Lernen und Lehren auf die Gestaltung des Unterrichts und auf motivationale Schülervariablen     

Prof. Dr. Andreas Hartinger  Thilo Kleickmann  Dr. Birgit Hawelka 《Zeitschrift für Erziehungswissenschaft》2006,9(1):110-126

Es gibt einige Hinweise darauf, dass Vorstellungen vom Lehren und Lernen sowohl für das Handeln der Lehrkr?fte im Unterricht als auch für Zielkriterien auf der Ebene der Schüler eine Rolle spielen. Dabei gelten konstruktivistisch orientierte Sichtweisen als besonders günstig. Empirische Untersuchungen dazu gibt es jedoch bislang nur auf einzelne fachdidaktische Inhaltsbereiche bezogen. In der vorliegenden Studie werden konstruktivistisch orientierte Lehrereinstellungen mit Merkmalen des Unterrichts (?ffnung des Unterrichts im Hinblick auf Entscheidungsm?glichkeiten für Schüler/-innen und Strukturierung des Unterrichts) sowie mit Einsch?tzungen der Schüler/-innen (Selbstbestimmungsempfinden und Interessantheit des Unterrichts) in Beziehung gesetzt. Die Ergebnisse best?tigen die Theorie: In den Klassen der Lehrer/-innen mit überwiegend konstruktivistischen Vorstellungen von Lernen und Lehren gibt es mehr Freir?ume, ohne dass der Unterricht weniger strukturiert abl?uft. Zudem empfinden sich die Schüler/-innen als selbstbestimmter und sch?tzen den Unterricht als interes-santer ein.  相似文献   

“We must educate our masters”     

Michael Brock 《牛津教育评论》2013,39(3):221-232

In this paper we examine the possible explanations for the patterns of results found at Oxford, in which women students consistently achieve a lower proportion of both first and third class honours. Usual explanations that rest on socio‐biology or simple forms of socialisation are rejected in favour of an explanation which is based on the idea of a mutual determination of social structure and social being. Various hypotheses are proposed as possible explanations of the examination statistics.  相似文献   

From Liebig to Nuffield. A bibliography of the history of science education, 1839-1974     

W. H. Brock 《Studies in Science Education》2013,49(1):67-99

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