Why Do Cocks Crow? Children’s Concepts About Birds   总被引：1，自引：0，他引：1  

Pavol Prokop  Milan Kubiatko  Jana Fan&#;ovi&#;ová 《Research in Science Education》2007,37(4):393-405

Research into children’s ideas showed that children’s interpretations of natural phenomena often differ from those of scientists. The aim of our study was to identify children’s ideas of various age classes (7/8–14/15) about birds. A questionnaire with 31 multiple choice and open ended questions and eight photographs were administered to 495 children from 10 elementary schools in Slovakia. Children’s ideas were examined in six dimensions (bird classification, food, senses, communication, migration and breeding including parental care). We found several misconceptions, some of them with both anthropomorphical and teleological reasoning of the children about birds within each dimension. In general, misconceptions were more frequently found in younger children, but several misconceptions were similarly distributed across all age classes.  相似文献   

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model     

Jana Mahlke  Martin Schultze  Tobias Koch  Michael Eid  Regina Eckert  Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.  相似文献   

Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students          下载免费PDF全文

Franziska Stutz  Ellen Schaffner  Ulrich Schiefele 《Journal of Research in Reading》2017,40(4):439-461

In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ‐E). The sample comprised 1497 elementary students in Grades 1–3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three‐factor structure of the RMQ‐E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed.  相似文献   

Does parental homework involvement mediate the relationship between family background and educational outcomes?     

Hanna Dumont  Ulrich Trautwein  Oliver Lüdtke  Marko Neumann  Alois Niggli  Inge Schnyder 《Contemporary educational psychology》2012

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.  相似文献   

All Validities are Not Created Equal: Determinants of Variation in SAT Validity Across Schools     

Winny Shen  Paul R. Sackett  Nathan R. Kuncel  Adam S. Beatty  Jana L. Rigdon  Thomas B. Kiger 《教育实用测度》2013,26(3):197-219

Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test–performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT–grade point average validities are discussed.  相似文献   

DNA, Inference, and Information     

Stegmann  Ulrich E. 《The British journal for the philosophy of science》2009,60(1):1-17

This paper assesses Sarkar's ([2003]) deflationary account ofgenetic information. On Sarkar's account, genes carry informationabout proteins because protein synthesis exemplifies what Sarkarcalls a ‘formal information system’. Furthermore,genes are informationally privileged over non-genetic factorsof development because only genes enter into arbitrary relationsto their products (in virtue of the alleged arbitrariness ofthe genetic code). I argue that the deflationary theory doesnot capture four essential features of the ordinary conceptof genetic information: intentionality, exclusiveness, asymmetry,and causal relevance. It is therefore further removed from whatis customarily meant by genetic information than Sarkar admits.Moreover, I argue that it is questionable whether the accountsucceeds in demonstrating that information is theoreticallyuseful in molecular genetics.

1. Introduction
2. Sarkar's InformationSystem
3. The Pre-theoretic Features of Genetic Information

   3.1Intentionality

   3.2 Exclusiveness

   3.3 Asymmetry

   3.4 Causalrelevance

4. Theoretical Usefulness
5. Conclusion

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The role of corporate technology strategy and patent portfolios in low-, medium- and high-technology firms   总被引：2，自引：0，他引：2  

Ulrich Lichtenthaler 《Research Policy》2009,38(3):559-569

Previous research into technology strategies and patent portfolios has focused on high-technology firms, whereas low- and medium-technology companies have been relatively neglected. Therefore, we analyze how corporate technology strategy and the size and composition of patent portfolios affect the performance of low-, medium- and high-technology firms. Data from 136 European companies are used to examine four hypotheses relating financial performance to technological diversification, technological aggressiveness, patent portfolio size, and patent portfolio quality. The cross-industry sample allows analyzing the different consequences of these strategic parameters in low-, medium- and high-technology firms by considering technological intensity as a moderator. Our first finding is that the positive impact of technological aggressiveness is limited in low- and medium-technology companies. Secondly, technological diversification has a positive effect in high-technology firms and a negative effect in low-technology firms. Thirdly, patent portfolio size has a positive effect only in high-technology firms. Finally, patent portfolio quality has an equally positive influence on all firms’ performance. In part, these results conflict with the findings of previous research into high-technology companies, and they call for rethinking the role of technology strategies and intellectual property portfolios in firms across industries.  相似文献   

Technological innovations and sectoral change: Transformative capacity, adaptability, patterns of change: An analytical framework   总被引：1，自引：0，他引：1  

Ulrich Dolata   《Research Policy》2009,38(6):1066-1076

Following up on recent debates about sectoral systems of innovation and production, the paper introduces a heuristic framework for analyzing and explaining distinct patterns of technology-based sectoral change. The concept is based on two interrelated influencing factors. The first is the sectoral-specific transformative capacity of new technologies themselves, that is, their substantial or incremental impact on socioeconomic and institutional change in a given sectoral system. The second is the sectoral adaptability of socioeconomic structures, institutions, and actors confronted with the opportunities presented by new technologies. The first factor—the sectoral transformative capacity of new technologies—enables us to identify the technology-based pressure to change and adjust the structural, institutional, and organizational architectures of the sectoral system. The second, complementary factor—sectoral adaptability—helps us to discern the distinct social patterns of anticipating and adopting this technology-based pressure. The specific interplay between the two influencing factors creates distinguishable modes of sectoral transformation, ranging from anticipative and smooth adjustments to reactive and crisis-ridden patterns of change. Even processes of radical sectoral change continue over longer periods of mismatch and are characterized by numerous and mostly gradual organizational, structural and institutional transformations.  相似文献   

ORGANIZATION AND PROCEDURES FOR FUNDING HIGHER EDUCATION IN THE FEDERAL REPURLIC OF GERMANY     

Ulrich Karpen 《Higher Education in Europe》1985,10(1):114-123

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THE CO‐OPERATION SCHEMES LINKING BERLIN HUMBOLDT UNIVERSITY (GDR) WITH UNIVERSITIES AND ACADEMIC ESTABLISHMENTS IN DEVELOPING COUNTRIES     

Helmut Klein  Ulrich Zückert 《Higher Education in Europe》1986,11(3):16-18

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