Natural history     

Marcus Bull 《Journal of The Franklin Institute》1826,2(6):358-363

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Veränderungen in der gruppenspezifischen Nutzung von ganztägigen Schulangeboten - Längsschnittanalysen für den Primarbereich     

Jan Marcus  Janina Nemitz  C. Katharina Spieß 《Zeitschrift für Erziehungswissenschaft》2016,19(2):415-442

Since the launch of the public investment program ‘Future Education and Care’ (IZBB) in 2003 the share of primary school aged children participating in all-day schooling in Germany has more than quadrupled. Against this backdrop, this study analyzes, the demographic and socioeconomic characteristics which are possibly related to a higher probability of attendance. Moreover, it analyzes changes in the composition of students participating in all-day schooling. Has there been rather a convergence or a divergence in the characteristics of participants and non-participants over time? Using data from the German Socio-Economic Panel (SOEP) and the additional survey “Families in Germany” (FiD), our results show that in West Germany all-day school participants have become more similar according to their socioeconomic characteristics (in particular income), hence supporting the convergence hypothesis. In East Germany our findings also provide evidence for convergence. In contrast to West Germany, however, convergence applies to characteristics related to the household structure. Overall, there is no indication for divergence over time.  相似文献   

Speed of information processing in children referred for learning problems: performance on a visual filtering test     

Weiler MD  Harris NS  Marcus DJ  Bellinger D  Kosslyn SM  Waber DP 《Journal of learning disabilities》2000,33(6):538-550

Children referred for evaluation of learning impairment (LI, N =100) and a comparison group of nonreferred (NLI, N = 243) children were evaluated on a visual filtering task. The task was designed hierarchically to provide for evaluation of component operations-serial search, parallel search, decision, and response. With each additional processing demand, response times increased disproportionately for the LI group relative to the NLI group. Overall response time reliably predicted academic skills and cognitive ability, but was more strongly related to group membership. Thus, this nonverbal visual task is sensitive to a characteristic of children with learning problems over and above discrete academic and cognitive skills. Children with problems adapting to the demands of schooling may be distinguished by a disproportionate vulnerability to processing load.  相似文献   

Exploring the lack of a disfluency effect: evidence from eye movements     

Alexander Strukelj  Katharina Scheiter  Marcus Nyström  Kenneth Holmqvist 《Metacognition and Learning》2016,11(1):71-88

An eye-tracking study with 60 native Swedish speakers (18–30 years) was conducted to investigate the positive effects on learning outcomes predicted by the disfluency effect. Subtle low-pass filtering was used as a disfluency manipulation and compared with a control condition using regular text. The text was presented on four separate text presentation screens (TPSs), and eye movements were recorded. A free recall task was given 25 min later, and working memory capacity (WMC) was assessed to test if it would moderate learning outcomes. The disfluency manipulation had no effect on learning outcomes, total reading times on words or lines, first- or second-pass reading on lines, or average fixation durations. Moreover, the disfluency effect was not moderated by students’ WMC or self-reported prior knowledge of the topic. However, an adaptation to the disfluency manipulation was found. Total reading times on both words and lines were shorter in TPS 1 and 2 in the disfluency condition compared with the control condition, whereas reading times were longer in TPS 3 and 4. It is discussed if failures to replicate the disfluency effect arise from material features, with positive adaptations to disfluency (i.e., higher effort investment) possibly requiring more comprehensive materials.  相似文献   

Beurteilereffekte bei der Messung von Unterrichtsqualität     

Dipl.-Päd. Marcus Pietsch  Dr. Simone Tosana 《Zeitschrift für Erziehungswissenschaft》2008,11(3):430-452

In the external evaluation of schools the technique of classroom observation belongs to the methodological standard repertoire. Nevertheless the measurement of quality of classroom teaching based upon selected lesson sequences, which are as a rule inspected only briefly, is fraught with a lot of methodological problems. Therefore it is relevant for a substantiated quality assurance to reveal problems in the measurement of quality of classroom teaching due to an implementation of adequate empirical methods. This is made possible by using the generalizability theory and the many-facet Rasch model. Analyses based upon data of the Hamburg school inspection point out that by using an appropriate data collection procedure rater effects in classroom observations turn out comparatively low at about nine percent of total variance. Furthermore analyses prove that it is insufficient to simply quantify the agreement among raters by using global reliability measures, but that it is necessary to check up on intra rater consistency for getting valid and in this way reliable results from classroom observations for the practice.  相似文献   

Driven by Topics: High School Students’ Interest in Evolutionary Biology     

Jördens  Janina  Hammann  Marcus 《Research in Science Education》2021,51(3):599-616

Research in Science Education - We investigated potential drivers of interest in topic–context and topic–activity combinations, as well as interactions between the different elements of...  相似文献   

A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change     

Sean Blenkinsop  John Telford  Marcus Morse 《Journal of Adventure Education & Outdoor Learning》2016,16(4):346-358

This article draws from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project. One of the accidental findings from the research is that experienced outdoor educators may have particular pedagogical skills, likely honed by the contexts in which they work, that can be of use to mainstream educators trying to expand their pedagogical repertoire, teach outdoors or be more environmentally focused in their practices. The article begins by contextualising the Maple Ridge Environmental School Project, describing the researchers and methods and explaining how the research team came to their insights. A discussion follows of five pedagogical skills identified by the researchers that outdoor and experiential educators may possess which might be offered more clearly to classroom teachers and formal teacher training processes and/or be more clearly enunciated for those involved in formal and informal outdoor and experiential training contexts.  相似文献   

SCIENTIFIC STUDY GROUPS,SEMINARS, AND SCHOOLS IN ROMANIAN HIGHER EDUCATION IN MATHEMATICS     

Solomon Marcus 《Higher Education in Europe》1989,14(3):41-46

This article describes certain less visible but very significant basic units which have arisen in the discipline of mathematics in Romanian universities in parallel to the highly visible structure of chairs, departments, faculties, laboratories, institutes, and the like. These units: study groups, seminars, and schools of thought have grown up around the work of certain talented, original, and prolific thinkers and have been perpetuated by the students of the latter. In particular, these units have been very successful in inculcating an attitude favourable to research in beginning students, even having stimulated some of them, including students still in high school, to undertake research projects which have given very interesting results.  相似文献   

Database selection in systematic reviews: an insight through clinical neurology          下载免费PDF全文

Matt Vassar  Vadim Yerokhin  Philip Marcus Sinnett  Matthew Weiher  Halie Muckelrath  Branden Carr  Laura Varney  Gregory Cook 《Health information and libraries journal》2017,34(2):156-164

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Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?     

Jade Marcus Jenkins  Tyler W. Watts  Katherine Magnuson  Elizabeth T. Gershoff  Douglas H. Clements  Julie Sarama 《Journal of research on educational effectiveness》2018,11(3):339-374

Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children.  相似文献