Networked Resources, Assessment and Collection Development     

Sue Samson  Sebastian Derry  Holly Eggleston   《The Journal of Academic Librarianship》2004,30(6):249

This project provides a critical evaluation of networked resources as they relate to the library's collection development policy, identifies areas of the curriculum not well represented, establishes a reliable method of assessing usage across all resources, and develops a framework of quantitative data for collection development decision making.  相似文献   

Archive everything: mapping the everyday     

Sebastian Gurciullo 《档案与原稿》2018,46(1):109-111

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Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers     

Dreher  Anika  Kuntze  Sebastian  Lerman  Stephen 《International Journal of Science and Mathematics Education》2015,14(2):363-382

Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.

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Researching teaching for understanding: the students’ perspective     

John Loughran  Nick Derry 《International Journal of Science Education》2013,35(8):925-938

Abstract

This paper explores high school students’ perspectives of their learning in ascience unit which was taught using a Children's Science approach. Through the use of a questionnaire and interviews, this research examines how the students understood and responded to the changed demands on their learning as a result of the change in teaching style. Although the students appeared to be actively involved, interested and self‐directed in their learning, they were not convinced that this was an appropriate way forthem to approach their learning in future. It appears as though the time and effort associated with accepting more responsibility for learning is not matched by the value received from doing so in schools.  相似文献   

Editorial     

Sebastian Gurciullo 《档案与原稿》2016,44(3):107-109

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Sozioökonomie Olympischer Spiele     

Sebastian Kaiser 《Sportwissenschaft》2016,46(1):14-14

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K. L. Sebastian 《Resonance》1998,3(3):95

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Classics     

K. L. Sebastian 《Resonance》2008,13(7):693-696

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School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)     

Sebastian P. Suggate 《International Journal of Educational Research》2009,48(3):151-161

Evidence regarding the effect of early reading instruction on later reading achievement is unusually sparse, given the emphasis often placed on early and intensive reading instruction. Capitalising on international differences in school entry age (SEA), international reading studies may provide such evidence; however, only one quantitative analysis has been conducted that looked at nine-year olds over 17 years ago. Therefore, data from the reading portion of the 2006 Programme for International Student Assessment (PISA) study were re-analysed. The relative reading achievement—as a function of SEA—of 15-year-old students across 55 countries was investigated, controlling for social and economic differences. Results suggested no significant association between reading achievement and SEA. Theoretical explanations for these findings are discussed.  相似文献   

Zirkus Spielen     

Sebastian Salomon 《Sportwissenschaft》2008,38(3):344-348

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