Pictorial presentation and review strategies in science learning     

Kathryn Lutz Alesandrini  Joseph W. Rigney 《科学教学研究杂志》1981,18(5):465-474

To test the effects of pictorial presentation and a pictorial review task on science learning, all-verbal or verbal-pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer-assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read-twice control. The same all-verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re-read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re-read condition and produced more favorable attitudes as well.  相似文献   

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes     

Allan Wigfield  John T. Guthrie  Kathleen C. Perencevich  Ana Taboada  Susan Lutz Klauda  Angela McRae  Pedro Barbosa 《Psychology in the schools》2008,45(5):432-445

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.  相似文献   

Disentangling the predictive validity of high school grades for academic success in university     

Jonne Vulperhorst  Christel Lutz  Renske de Kleijn  Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2018,43(3):399-414

To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

Treatment of muscle injuries in football     

Peter Ueblacker  Lutz Haensel  Hans-Wilhelm Mueller-Wohlfahrt 《Journal of sports sciences》2016,34(24):2329-2337

ABSTRACT

Muscle injuries are frequent and represent one of the most substantial medical problems in professional football. They can have both traumatic and overuse causes with direct practical consequence due to differences in terms of the post-primary care regimen and prognosis. An accurate diagnosis is the first step towards a specific treatment and usually allows to predict return to play (RTP). Current treatment principles have no firm scientific basis; they are practiced largely as empirical medicine due to a lack of prospective randomised studies. Immediate treatment usually follows the PRICE-principle (protection, rest, ice, compression, elevation). Depending on the type of the muscle injury, specific physical and physiotherapeutical procedures as well as rehabilitative exercises and gradual training therapy are used to recondition the injured structure, to restore coordination and proprioception, and to normalise movement patterns. Injection therapy with various substances is frequently used, with positive results empirically, but evidence in form of prospective randomised studies is lacking. A precise rehabilitation plan should be developed for every muscle injury, including recommendations for sport-specific training with increasing intensity. Since there are no guidelines regarding safe RTP, regular follow-up examinations on the current muscle status are crucial to evaluate the progress made in terms of healing and to determine when the injured muscle can be exposed to the next step of load. This narrative review describes the various factors that a medical team should consider during assessment, treatment and rehabilitation of a muscle injury with particular focus on professional football.  相似文献   

Algorithmically generated subject categories based on citation relations: An empirical micro study using papers on overall water splitting     

Robin Haunschild  Hermann Schier  Werner Marx  Lutz Bornmann 《Journal of Informetrics》2018,12(2):436-447

One important reason for the use of field categorization in bibliometrics is the necessity to make citation impact of papers published in different scientific fields comparable with each other. Raw citations are normalized by using field-categorization schemes to achieve comparable citation scores. There are different approaches to field categorization available. They can be broadly classified as intellectual and algorithmic approaches. A paper-based algorithmically constructed classification system (ACCS) was proposed which is based on citation relations. Using a few ACCS field-specific clusters, we investigate the discriminatory power of the ACCS. The micro study focusses on the topic ‘overall water splitting’ and related topics. The first part of the study investigates intellectually whether the ACCS is able to identify papers on overall water splitting reliably and validly. Next, we compare the ACCS with (1) a paper-based intellectual (INSPEC) classification and (2) a journal-based intellectual classification (Web of Science, WoS, subject categories). In the last part of our case study, we compare the average number of citations in selected ACCS clusters (on overall water splitting and related topics) with the average citation count of publications in WoS subject categories related to these clusters. The results of this micro study question the discriminatory power of the ACCS. We recommend larger follow-up studies on broad datasets.  相似文献   

Quality assurance in higher education – meta-evaluation of multi-stage evaluation procedures in Germany     

L. Bornmann  S. Mittag  H.-D. Danie 《Higher Education》2006,52(4):687-709

Systematic procedures for quality assurance and improvement through evaluation have been in place in Western Europe since the mid 1980s and in Germany since the mid 1990s. As studies in Europe and beyond show that multi-stage evaluation procedures as the main quality assurance instrument for evaluation of teaching and learning in higher education institutions have proved reliable and have gained acceptance, in Germany (as well as in other countries) the evaluation of teaching and learning through internal and external evaluations has long come under the fire of criticism. Our results of the first comprehensive and representative investigation of procedures for the evaluation of teaching and learning in Germany show that former participants in the evaluations (reviewers and those reviewed) are satisfied all in all with the multi-stage procedure. They are convinced that the goals of quality assurance and improvement were achieved. Suggestions for improving the procedures target individual aspects, such as, for example, the composition of the review panel. Against this background, it makes sense to perform regular quality assessments of the procedures for quality assurance and improvement. The authors wish to express their gratitude to the Donors’ Association for the Promotion of Sciences and Humanities in Germany (Stifterverband fu¨ r die Deutsche Wissenschaft) for funding our study and two anonymous reviewers for their helpful comments.  相似文献   

Schulrecht     

Lutz R. Reuter 《Zeitschrift für Erziehungswissenschaft》2016,19(2):473-479

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I Speak for Myself: American Women on Being Muslim Maria M. Ebrahimji and Zahra T. Suratwala,Editors. Ashland,OR: White Cloud Press, 2011.     

Colleen Lutz Clemens 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):92-93

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Fall Out Shelter     

Gertrude May Lutz 《The Educational forum》2013,77(1)

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Zur Aufgabenverteilung im gemeinwohlorientierten Sport     

Lutz Thieme  Gregor Hovemann 《Sportwissenschaft》2008,38(2):189-201

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