Adolescents’ cheating and delinquent behavior from a justice-psychological perspective: the role of teacher justice     

Matthias Donat  Claudia Dalbert  Shanmukh Vasant Kamble 《European Journal of Psychology of Education - EJPE》2014,29(4):635-651

The more people believe in a just world (BJW) in which they get what they deserve, the more they are motivated to preserve a just world by ones’ just behavior. Consequently, we expected school students with a strong BJW to show less deviant behavior as cheating or delinquency. The mediating role of teacher justice was also examined. Questionnaire data were obtained from a total of N?=?382 German and Indian high school students. Regression analyses revealed that the stronger students’ BJW was, the less cheating and delinquent behavior they reported. Moreover, the more the students believed in a just world, the more they evaluated their teachers’ behavior toward them personally to be just, and the experience of teacher justice fully mediated the relation between BJW and cheating and delinquency, respectively. This pattern of results was in line with our hypotheses and consistent across different cultural contexts. It persisted when neuroticism and sex were controlled. The adaptive functions of BJW and implications for future school research are discussed.  相似文献   

What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities     

Andreas Lachner  Halszka Jarodzka  Matthias Nückles 《Instructional Science》2016,44(3):197-203

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Using case studies in business education to promote networked thinking: findings of an intervention study     

Matthias Pilz  Lea Zenner 《Teaching in Higher Education》2018,23(3):325-342

Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing.  相似文献   

India’s skills challenge: reforming vocational education and training to harness the demographic dividend     

Matthias Pilz 《Journal of Vocational Education & Training》2016,68(2):280-281

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Typologies in Comparative Vocational Education: Existing Models and a New Approach     

Matthias Pilz 《Vocations and Learning》2016,9(3):295-314

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Cable and Telecommunications     

William A. Lucas  Robert K. Yin  Fred B. Wood  Walter S. Baer  Michael Botein  Leland L. Johnson 《Communication Booknotes Quarterly》2013,44(11):2-4

William A. Lucas and Robert K. Yin's Serving Local Needs with Telecommunications (Santa Monica, Calif: Rand Corporation Report R-1345-MF, November 1973—$3.00, paper).

Fred B. Wood's The Potential for Congressional Use of Emergent Telecommunications: An Exploratory Assessment (Washington, D.C.: George Washington University, Program of Policy Studies in Science and Technology, May 1974—apparently free on request)

Walter S. Baer, Michael Botein, Leland L. Johnson, Carl Pilnick, Monroe E. Price, and Robert K. Yin's Cable Television: Franchising Considerations (New York: Crane, Russak, & Co., 1974-=T13.50)

Charles G. Woodard's Cable Television: Acquisition and Operation of CATV Systems (New York: McGraw-Hill, 1974—$27.50)

Planning Interconnection Systems: Options for the Twin Cities Metropolitan Area (Washington, D.C.: Cable Television Information Center, 2100 M St. N.W., 1974-47.50, paper)

Cablelines (Cable Communications Resource Center, 1900 L St., N.W., Washington, D.C. 20036—monthly/free on request)  相似文献   

Local Equating Using the Rasch Model,the OPLM,and the 2PL IRT Model—or—What Is It Anyway if the Model Captures Everything There Is to Know About the Test Takers?     

Matthias von Davier  Jorge González B.  Alina A. von Davier 《Journal of Educational Measurement》2013,50(3):295-303

Local equating (LE) is based on Lord's criterion of equity. It defines a family of true transformations that aim at the ideal of equitable equating. van der Linden (this issue) offers a detailed discussion of common issues in observed‐score equating relative to this local approach. By assuming an underlying item response theory model, one of the main features of LE is that it adjusts the equated raw scores using conditional distributions of raw scores given an estimate of the ability of interest. In this article, we argue that this feature disappears when using a Rasch model for the estimation of the true transformation, while the one‐parameter logistic model and the two‐parameter logistic model do provide a local adjustment of the equated score.  相似文献   

Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors     

Stephanie Herppich  Jörg Wittwer  Matthias Nückles  Alexander Renkl 《Journal of Experimental Education》2013,81(2):242-260

Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human circulatory system in the course of tutoring. The authors found that the teacher tutors were more accurate than were the student tutors in assessing whether a tutee had a low or high level of knowledge about concepts relevant to the human circulatory system. In addition, in comparison with the student teachers, the teacher tutors more accurately assessed the number of concepts that a tutee would know. However, the teacher tutors and the student tutors did poorly in assessing a tutee's mental model of the human circulatory system even though the teacher tutors were more aware of their assessment difficulties than were the student tutors.  相似文献   

Why aren’t we more like them? Reflections on the German picture of education in the Nordic countries     

Univ.-Prof. Dr. Gjert Langfeldt  Univ.-Prof. Dr. Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2009,12(4):733-740

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Transitioning in elementary school: parent advocacy and teacher allyship     

Tara Goldstein  Austen Koecher  Pamela Baer  benjamin lee hicks 《Teaching Education》2018,29(2):165-177

This paper examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews.  相似文献