Potenziale schulstatistischer Individualdaten für die Bildungsforschung und Bildungspolitik – Das Beispiel Bremen     

Anna M. Makles  Kerstin Schneider  Alexandra Schwarz 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1229-1259

Education policy and educational practitioners have increased their demand for evidence-based knowledge. In 2003, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) decided to establish a core dataset for individual-level administrative school statistics, the ?Kerndatensatz für schulstatistische Individualdaten“, to close the gaps in education statistics and to support evidence-based policy. In the federal state of Bremen, individual-level student data has been collected since 1997/98. These data are of great value for educational planning and policy, educational reporting, as well as educational research, as the analysis of individual educational trajectories depends on the availability of individual-level longitudinal data. Using the Bremen data, this paper demonstrates that highly relevant issues regarding the education system can indeed be analyzed with individual-level student data. Examples include: the effects of age at school entry, educational trajectories and graduation certificates. The results show that demographic information and critical events during early years of education are good predictors for educational success. These findings highlight the potential for student-level data in establishing education policy.  相似文献   

Developmental changes in item and source memory: evidence from an ERP recognition memory study with children, adolescents, and adults     

Sprondel V  Kipp KH  Mecklinger A 《Child development》2011,82(6):1638-1953

Event-related potential (ERP) correlates of item and source memory were assessed in 18 children (7-8 years), 20 adolescents (13-14 years), and 20 adults (20-29 years) performing a continuous recognition memory task with object and nonobject stimuli. Memory performance increased with age and was particularly low for source memory in children. The ERP difference between first presentations of objects and nonobjects, reflecting generic novelty processing, showed only small developmental changes. Regarding item memory, adults showed the putative ERP correlates of familiarity and recollection, whereas ERP effects in children and adolescents suggested a strong reliance on recollection. ERP correlates of source memory refined with age, suggesting maturation of strategic recollection between childhood and adolescence and the development of postretrieval control until adulthood.  相似文献   

The OECD PISA Study as a Soft Power in Education? Lessons from Switzerland and the US     

Tonia Bieber  Kerstin Martens 《European Journal of Education》2011,46(1):101-116

Although originally created for economic purposes, the Organisation for Economic Co-Operation and Development (OECD) has increasingly gained weight in education policy in recent years and is now regarded as an international authority in the field, particularly through its ‘Programme for International Student Assessment’ (PISA), which was highly esteemed in many countries and enabled diverse domestic education reforms. OECD derived a variety of policy recommendations from the PISA results. However, which of these were implemented at the national level and how OECD was able to achieve an impact on its member states have not yet been analysed in sufficient depth. To answer these questions, we analyse which OECD recommendations were reflected in Switzerland and the US. As their reception differs across countries, we assess under which conditions policy convergence towards the OECD ‘model’ took place. Then we elaborate on the governance mechanisms that caused policy convergence. We show that in Switzerland PISA's platform for transnational communication enabled policy learning at the expert level, thus leading to a rather high degree of policy convergence. This was not the case in the US, where PISA was regarded only as one of many studies assessing the performance of education systems.  相似文献   

The Inner World of Israeli Secondary School Teachers: work centrality,job satisfaction and stress     

Lya Kremer‐Hayon  Zahava Goldstein 《比较教育学》1990,26(2-3):284-298

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Changes in attitudes toward education during teacher training     

Liya Kremer  Michael Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):511-513

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Educational usage of Facebook and academic achievement in distance university students: Mediated by basic needs satisfaction     

Yotyodying  Sittipan  Dettmers  Swantje  Erdal  Kerstin  Jonkmann  Kathrin 《Education and Information Technologies》2022,27(4):4905-4924

Education and Information Technologies - Facebook has been widely used among students, not only for socializing, but also for educational purposes. However, it is much less clear whether...  相似文献   

K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments     

Yu-Chun Kuo  Brian R. Belland  Kerstin E. E. Schroder  Andrew E. Walker 《Distance Education》2014,35(3):360-381

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level course. Results indicate that students (a) perceived interaction as important to their learning experiences and (b) were moderately satisfied in their blended learning course. The predictive model of student satisfaction including three types of interaction was reliable. Of the three types of interaction, learner–content interaction was the strongest predictor of student satisfaction when the course design involved a low amount of collaborative activities. Additionally, student personality was found to be a vital factor for interaction and satisfaction in this type of course design. Students who reported having an extroverted personality noted more interaction and a higher level of student satisfaction than those who self-reported as introverted.  相似文献   

The Application of Social Network Analysis to Team Sports     

Dean Lusher  Garry Robins  Peter Kremer 《Measurement in physical education and exercise science》2013,17(4):211-224

This article reviews how current social network analysis might be used to investigate individual and group behavior in sporting teams. Social network analysis methods permit researchers to explore social relations between team members and their individual-level qualities simultaneously. As such, social network analysis can be seen as augmenting existing approaches for the examination of intra-group relations among teams and provide detail of team members' informal connections to others within the team. Social network analysis is useful in addressing the issue of interdependencies in the data inherent in team structures. Social network terms are introduced and explained by way of an example team, software and resources are discussed, and a statistical approach to social network analysis is introduced.  相似文献   

Does Self-image Matter? Client’s Self-image, Behaviour and Evaluation of a Career Counselling Session: An Exploratory Study     

Gunnar Schedin  Kerstin Armelius 《International journal for the advancement of counseling》2008,30(3):189-201

This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation of sessions were compared between two clients with identified positive self-image and two clients with identified negative self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor; they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications for career counselling are discussed.  相似文献   

Fostering social connectedness among adolescents and adults with autism: A qualitative analysis     

Olivia Tomfohrde  Rebekah L. Hudock  Kalli B. Kremer  Nusroon Fatiha  Lindsey Weiler 《Psychology in the schools》2023,60(1):23-39

Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support.  相似文献