The effects of gallery and artist reputation on prices in the primary market for art: a note     

Susanne Schönfeld  Andreas Reinstaller 《Journal of Cultural Economics》2007,31(2):143-153

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The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments     

Christoph Knig  Lale Khorramdel  Kentaro Yamamoto  Andreas Frey 《Educational Measurement》2021,40(1):17-27

Large‐scale assessments such as the Programme for International Student Assessment (PISA) have field trials where new survey features are tested for utility in the main survey. Because of resource constraints, there is a trade‐off between how much of the sample can be used to test new survey features and how much can be used for the initial item response theory (IRT) scaling. Utilizing real assessment data of the PISA 2015 Science assessment, this article demonstrates that using fixed item parameter calibration (FIPC) in the field trial yields stable item parameter estimates in the initial IRT scaling for samples as small as n = 250 per country. Moreover, the results indicate that for the recovery of the county‐specific latent trait distributions, the estimates of the trend items (i.e., the information introduced into the calibration) are crucial. Thus, concerning the country‐level sample size of n = 1,950 currently used in the PISA field trial, FIPC is useful for increasing the number of survey features that can be examined during the field trial without the need to increase the total sample size. This enables international large‐scale assessments such as PISA to keep up with state‐of‐the‐art developments regarding assessment frameworks, psychometric models, and delivery platform capabilities.  相似文献   

Effective mathematics teaching in Finnish and Swedish teacher education discourses     

Kirsti Hemmi  Andreas Ryve 《Journal of Mathematics Teacher Education》2015,18(6):501-521

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Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?          下载免费PDF全文

Matthias Krepf  Wilfried Plöger  Daniel Scholl  Andreas Seifert 《科学教学研究杂志》2018,55(1):44-67

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context‐specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a videotaped lesson in relation to its effectiveness for learning. Our assumption was that the participants activate their PCK as a blending of content knowledge (CK) and pedagogical knowledge (PK) as suggested by Shulman's amalgam thesis. The participants (9 experts and 9 novices) were shown a lesson on optics, in which the law of refraction (Snell's law) was being studied. In a subsequent interview, the participants were asked to analyze the observed lesson. A qualitative and quantitative evaluation of the interviews showed that experts activated both CK and PK intensively and in this respect they differed significantly from novices. Further analysis of the expert statements also proved that they do not activate their CK and PK in isolation, but instead combine both kinds of knowledge together, in line with Shulman's amalgam thesis. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 44–67, 2018  相似文献   

Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations     

Andreas Lachner  Iris Backfisch  Matthias Nückles 《Educational technology research and development : ETR & D》2018,66(5):1051-1067

Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information within the concept map feedback affected students’ improvements of cohesion. Accordingly, we varied the represented accuracy of information within such concept maps: Students either received accurate concept map feedback that depicted the real relations between concepts, as well as the authentic cohesion gaps in their explanations, or students received inaccurate concept map feedback, which depicted randomly drawn relations and random cohesion gaps. Additionally, in a baseline condition, students did not receive any feedback. We found that the students in the accurate feedback condition generated more cohesive explanations than the students in the no-feedback condition, whereas the students in the inaccurate feedback condition lay in-between. Evidently, providing feedback in general can be regarded as beneficial to enhance students’ writing. However, the accuracy of the provided feedback further impacts the effectiveness of computer-generated concept maps.  相似文献   

Impact of <Emphasis Type="Italic">otrA</Emphasis> expression on morphological differentiation,actinorhodin production,and resistance to aminoglycosides in <Emphasis Type="Italic">Streptomyces coelicolor</Emphasis> M145     

Yan-fang Zhao  Dan-dan Lu  Andreas Bechthold  Zheng Ma  Xiao-ping Yu 《Journal of Zhejiang University. Science. B》2018,19(9):708-717

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Computer-Based Classification of Preservice Physics Teachers’ Written Reflections     

Wulff  Peter  Buschhüter  David  Westphal  Andrea  Nowak  Anna  Becker  Lisa  Robalino  Hugo  Stede  Manfred  Borowski  Andreas 《Journal of Science Education and Technology》2021,30(1):1-15

Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in...  相似文献   

Policy entrepreneurship in the co-evolution of institutions, preferences, and technology: Comparing the diffusion of totally chlorine free pulp bleaching technologies in the US and Sweden     

Andreas Reinstaller 《Research Policy》2005,34(9):1366-1384

This paper uses the concept of policy entrepreneurship to explain the social processes underlying sustainable technical change in the pulp and paper industry in the 1990s. It presents a detailed case study on the differences in the transition to and diffusion of totally chlorine free (TCF) pulp bleaching methods in Sweden and the USA. This change was sustained in the former, while it was almost absent in the latter. The paper studies the causes for this difference. It looks at the complex coevolution of technology, institutions, and consumer preferences that has taken place in both countries and draws conclusions on how transitions to sustainable paths in production and consumption may be supported by economic and social policy.  相似文献   

Piaac: A New Strategy for Assessing Adult Competencies     

Andreas Schleicher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,21(2):627-650

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Increasing the career choice readiness of young adolescents: an evaluation study     

Andreas Hirschi  Damian Läge 《International Journal for Educational and Vocational Guidance》2008,8(2):95-110

A career workshop that applies models of the Cognitive Information Processing Approach (Sampson, Reardon, Peterson, &; Lenz, 2004) and incorporates critical ingredients (Brown and Ryan Krane, 2000) to promote the career choice readiness of young adolescents was developed and evaluated with 334 Swiss students in seventh grade applying a Solomon four group design with a three-month follow-up. Participants significantly increased their performance in terms of career decidedness, career planning, career exploration, and vocational identity. Implications for evaluation research and counselling practice are presented.  相似文献