Measuring the (dis-)similarity between expert and novice behaviors as serious games analytics     

Christian Sebastian Loh  Yanyan Sheng 《Education and Information Technologies》2015,20(1):5-19

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The influence of information depth and information breadth on brokers’ idea newness in online maker communities     

Christian Resch  Alexander Kock 《Research Policy》2021,50(8):104142

Social networks provide individuals with diverse or redundant information depending on the network structure. Both types of information offer advantages for generating new ideas. At the same time, network structure and network content are independent. As a result, two individuals with the same network position can access diverse or redundant content from their social peers. In this study, we investigate the function of social networks in innovative endeavors given individuals’ different kinds of information accessing behavior. In accordance with previous research, we argue that individuals with a broker status access more diverse information through non-redundant network structures and develop, on average, more novel ideas. We further propose that redundancy in content complements brokers’ structural non-redundancy by providing familiar knowledge elements and therefore interpretability, while non-redundancy in both content and structure leads to information overload. Thus, we hypothesize that brokers accessing more information depth, and independently, less information breadth generate newer ideas. To test our hypotheses, we collected data from a popular online maker community containing 18,146 ideas, 19,919 profiles, and 52,663 comments. We used topic modeling (Latent Dirichlet Allocation) to extract hidden knowledge elements and social network analysis to identify brokers. In line with our hypotheses, we find that information depth (breadth) strengthens (weakens) a favorable broker position. These findings have implications for the literature on idea generation in social networks and household sector innovation.  相似文献   

Der Abbau von Bildungsbenachteiligung durch Kindertagesbetreuung für unter 3-Jährige – zwischen Wunsch und Wirklichkeit     

Kirsten Fuchs-Rechlin  Christian Bergmann 《Zeitschrift für Erziehungswissenschaft》2014,17(2):95-118

Based on the assumption that children can benefit from early childhood education, the present paper investigates if the admission to day care and the selection of the type of day care (child care centers and home day care) is socially selective. In doing so, the paper analyzes how the socioeconomic and immigrant background of families influences which type of day care is used. For children under the age of three, the social background of families does influence if a child receives day care, but this influences diminishes the older the children get. The type of day care (child care centers and home day care) did not differ according to social background. The paper closes with a discussion of the challenges and potentials for development of educating children under the age of three.  相似文献   

Lay perceptions of collectives at the outbreak of the H1N1 epidemic: heroes, villains and victims     

Wagner-Egger P  Bangerter A  Gilles I  Green E  Rigaud D  Krings F  Staerklé C  Clémence A 《Public understanding of science (Bristol, England)》2011,20(4):461-476

Lay perceptions of collectives (e.g., groups, organizations, countries) implicated in the 2009 H1N1 outbreak were studied. Collectives serve symbolic functions to help laypersons make sense of the uncertainty involved in a disease outbreak. We argue that lay representations are dramatized, featuring characters like heroes, villains and victims. In interviews conducted soon after the outbreak, 47 Swiss respondents discussed the risk posed by H1N1, its origins and effects, and protective measures. Countries were the most frequent collectives mentioned. Poor, underdeveloped countries were depicted as victims, albeit ambivalently, as they were viewed as partly responsible for their own plight. Experts (physicians, researchers) and political and health authorities were depicted as heroes. Two villains emerged: the media (viewed as fear mongering or as a puppet serving powerful interests) and private corporations (e.g., the pharmaceutical industry). Laypersons' framing of disease threat diverges substantially from official perspectives.  相似文献   

Education governance and standardised tests in Denmark and England     

Peter Kelly  Karen Egedal Andreasen  Kristine Kousholt  Elizabeth McNess  Christian Ydesen 《教育政策杂志》2018,33(6):739-758

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11–12 years, long established in England, were introduced in Denmark in 2010. The form they take differs considerably, being primarily formative in Denmark and largely summative in England. Culturally sensitive extended semi-structured interviews are conducted with both teachers and students and analysed to identify the extent to which neoliberal reform is mobilised through testing in each context and how testing shapes curriculum and pedagogy. Significantly, we find that in Denmark, where professional judgement still dominates, teachers often deploy pedagogical approaches to service what they believe to be their students’ best interests. In England, however, teachers try to accommodate a concern for both their students’ and their own interests, and the pedagogy they enact is more often controlling, instrumental and reductionist; their wish to be proactive is compromised by their need to be responsive. Hence we show how policy technologies shape practice to undermine a deliberate pedagogy rooted in ideas legitimated though scholarship and experience.  相似文献   

Implicit sequence learning is preserved in dyslexic children     

Filomena Inácio  Luís Faísca  Christian Forkstam  Susana Araújo  Inês Bramão  Alexandra Reis  Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.  相似文献   

Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale     

Katrine Nesje  Christian Brandmo  Jean-Louis Berger 《Scandinavian Journal of Educational Research》2018,62(6):813-831

The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway and internationally. To address recruitment difficulties, there is a need for further knowledge of prospective teachers’ career motivations. The current study validated a Norwegian translation of the Factors Influencing Teaching Choice (FIT-Choice) Scale. Using a sample of 635 preservice teachers, confirmatory factor analyses were conducted. The results indicated that the translated scale offers a valid measure of Norwegian students’ motivation to become teachers. Self-perception of teaching-related abilities was one of the main motivational sources, together with the desire to shape the future of children and adolescents and an interest in teaching. Findings are discussed in relation to previous studies based on the FIT-Choice Scale in other countries.  相似文献   

Correspondence Schools in Alaska: Enrollment and Cohort Graduation Rates, 2010-17     

Christian P. Wilkens  Peter J. Kalenda 《Journal of School Choice》2019,13(4):509-536

ABSTRACT

The State of Alaska, by some measures the United States’ most rural state, has long supported correspondence schools, a popular school choice option available to all students statewide and used primarily by homeschooled students. This paper first explores Alaska correspondence schools in historical context, and then quantifies capture rate, enrollment by race/ethnicity, grade distributions, and cohort graduation rates for the years 2010–17. Findings include a steady increase in the proportion of Alaskan students enrolled in correspondence schools between 2010 and 2017; disproportionate enrollment of Alaskan students identified as White in correspondence schools between 2010 and 2017; enrollment peaks in late high school during 2014–17; and significantly lower 4- and 5-year cohort graduation rates among students enrolled in correspondence schools compared to those enrolled in traditional public schools.  相似文献   

The imperial welfare state? Decolonisation,education and professional interventions on immigrant children in Birmingham, 1948–1971     

Christian Ydesen  Kevin Myers 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):453-466

Abstract

This article approaches debates about how the history of the post-1945 English welfare state might be written. It argues that professionals’ interventions on immigrant children can serve as a prism for understanding the crafting of the modern English welfare state. In this sense the article engages with the narrative concerning the resilience of a post-war British history that sees 1945 as a moment of profound rupture symbolised by the demise of Empire, the development of a universal welfare state, and the coming of mass immigration that brought with it social problems whose management presaged a distinctive British multiculturalism. Due to its influential impact on the development of immigrant education policies in England and because of its extensive education archive the article uses the Birmingham Local Education Authority (LEA) as an empirical and historical case. The significant British Nationality Act of 1948 and the Immigration Act of 1971 serve as demarcations of the period treated. The article concludes that the immigrant child and the child’s background were consistently presented as educational problems and as the cause of both poor academic attainment and a more intangible unwillingness to assimilate. In this lens the crafting of the post-war English welfare state was a continuation of an imperial project shoring up imperial boundaries within as the former colonised appeared on English soil.  相似文献   

Postgraduate student satisfaction: A multilevel analysis of PTES data          下载免费PDF全文

Daniel Muijs  Christian Bokhove 《British Educational Research Journal》2017,43(5):904-930

Student satisfaction has received growing attention in Higher Education systems in recent years, and are increasingly used for internal and external accountability in the sector. This does leave us with questions on the extent to which variance in student satisfaction can be explained by Higher Education Institution (HEI) and course attended rather than by individual student characteristics; and on what factors may predict student satisfaction. In this study we used the Postgraduate Taught Experience Survey (PTES) to look at these questions in a sample of approximate 70000 UK postgraduate students from 100 HEI's. Firstly, confirmatory factor analyses were used to test the validity of the proposed multidimensional structure of student satisfaction in PTES. Then multilevel models were used to look at variance at three levels (HEI, course and student), and the relationships between institutional and student factors collected in PTES and student satisfaction. Two years of data (2014 and 2015) were used. Findings suggest that over 90% of variance is explained at the student level for all dimensions of student satisfaction in both years, with variance at the HEI level being particularly low. Individual student characteristics explain more variance than institutional characteristics, but only some (such as BME status) are significant, and explained variance is low. These findings suggest using student satisfaction as an accountability measure in HE may be highly problematic.  相似文献