Peer-reading racetracks for word reading of low-achieving graduating students with learning disabilities and behavioural problems     

Anne Barwasser  Kerstin Nobel  Matthias Grünke 《British Journal of Special Education》2022,49(2):276-298

The number of students with reading difficulties is increasing and reading motivation is decreasing. Although serious reading problems can still persist during secondary education, most reading instruction happens in primary schools. In particular, students with learning disabilities and externalising behavioural problems are confronted with hurdles in reading literacy that need to be overcome. For this reason, this study focused on a simple reading intervention to promote sight vocabulary in 10th grade readers with learning disabilities and behavioural problems. A peer-tutored motivational reading racetrack intervention was implemented three times a week over a five-week period through a multiple baseline design across participants in three small groups. The results indicate that the combined intervention is an appropriate method to help students, even those in a graduating class, to improve their sight words in a short period of time, and thus provide them with important reading skills.  相似文献   

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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Book review     

Jane Banks  Mary Beth Oliver  Dhyana Ziegler  Kara Jolliff Gould  Robert G. Finney  Mallory Wober 《广播与电子媒介杂志》2013,57(3):416-439

Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages.

Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages.

Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages.

Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages.

Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages.

Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages.

Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages.

Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages.  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   

Development and validation of an assessment of adult educators' reading instructional knowledge     

Sherry Mee Bell  R. Steve McCallum  Mary Ziegler  C. A. Davis  MariBeth Coleman 《Annals of dyslexia》2013,63(3-4):187-200

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.  相似文献