Research abstracts     

Paul R. Wendt  L. Twyford 《Educational technology research and development : ETR & D》1962,10(1):58-60

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Students’ Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations     

Dirk De Bock  Deborah Neyens  Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955

Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students.  相似文献   

The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased     

Kevin P. Darby  Sophia W. Deng  Dirk B. Walther  Vladimir M. Sloutsky 《Child development》2021,92(3):1173-1186

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献   

Die Konstruktvalidität des Allgemeinen Sportmotorischen Tests für Kinder     

PD Dr. Dirk Büsch  Bernd Strauß  Ilka Seidel  Jan Pabst  Maike Tietjens  Lutz Müller  Jürgen Kretschmer  Daniel Wirszing 《Sportwissenschaft》2009,39(2):95-103

Whereas numerous studies have confirmed the objectivity and reliability of the “ Allgemeine Sportmotorische Test für Kinder” (AST, a general motor fitness and coordination test for children), examinations of its construct validity reveal that: (1) the few available findings fail to confirm the theoretically predicted distinction between the latent variables of condition and coordination, and (2) no studies so far have examined its item homogeneity, even though the test recommends computing a sum score to provide a general estimate of motor fitness. Confirmatory factor analyses show that the two latent variables condition and coordination cannot be extracted from the AST. Models with different latent variables also cannot be confirmed, too. Analyses based on IRT models, in contrast, reveal that one can distinguish between two qualitative classes of persons who are associated with either better running performance combined with lower throwing performance or better throwing performance combined with lower running performance. Nonetheless, it should be noted that class membership does not remain constant over time. In sum, results based on classical and probabilistic test theory negate the ability assumption underlying the AST. For practical assessments of a skill-specific performance, this means that it only seems justifiable to use a sum score for the locomotion items and a sum score for the object manipulation items.  相似文献   

Values education and student satisfaction: German business students' perceptions of universities' value influences     

Dirk C. Moosmayer  Florian U. Siems 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):257-272

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.  相似文献   

Fifteen years of action research for political and educational emancipation at a South African University   总被引：1，自引：1，他引：0  

Maureen Robinson  Dirk Meerkotter 《Educational Action Research》2013,21(3):447-466

This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era.  相似文献   

Relational, structural, and semantic analysis of graphical representations and concept maps     

Dirk Ifenthaler 《Educational technology research and development : ETR & D》2010,58(1):81-97

The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction.  相似文献   

Quality issues in the internationalisation of higher education   总被引：5，自引：0，他引：5  

Dirk Van Damme 《Higher Education》2001,41(4):415-441

Although the quality issue has become a central preoccupation inother domains of higher education, current internationalisation policiesand practices in higher education have developed without much concernfor quality assurance. The central thesis of this paper is that we havecome to a point in the development of higher education whereinternationalisation policies and practices face the limits of theirdevelopment unless the quality challenge is addressed in all itsconsequences. The paper first provides an overview of contemporary formsof and recent developments in internationalisation in higher education.From more or less `traditional' forms such as student and teaching staffmobility, internationalisation policies and practices nowadays move intoactivities such as exporting higher education via branch campuses andinstitutional co-operation, developing transnational university networksand virtual delivery of higher education, and the harmonisation ofhigher education systems. In these recent developments several issuesand challenges arise, which in one kind or another have direct links tothe quality challenge. The quality of internationalisation policies andpractices itself is an important problem, but of more importance are theissues of the recognition of foreign diplomas and degrees and therecognition of credits and credit-transfer. This paper takes a criticalstance towards for example the ECTS, which tries to solve these issueswithout much concern for quality. The way out lies in an integration ofinternationalisation policies and general quality assurance practices atinstitutional and policy levels.  相似文献   

Bookreviews     

Brian Holmes  G. L. de Landsheere  E. Eaglesham  J. Idenburg  H. S. McFarland  R. W. McCulloch  J. B. Biggs  G. Mori  F. Morino  James W. Coulthard  M. J. Langeveld  M. L. Kellmer Pringle  M. A. Brimer  Jesse E. Gordon  T. N. Postlethwaite  W. E. Vliegenthart  Eve Malmquist  B. F. Nel  Gerhard Pause  Kurt Graff  A. Gammie  Dirk Wendt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(4):477-506

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