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Dr. habil. Kai Maaz Univ.-Prof. Dr. Ulrich Trautwein Dipl.-Soz. Wiss. Cornelia Gresch Univ.-Prof. Dr. Oliver Lüdtke Univ.-Prof. Dr. Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2009,12(2):281-301
Indicators of social background belong to the standard set of instruments for empirical research in education. Construction of valid ranking scales and category systems for social background depends on a differentiated surveying of the occupation and vocational activity of parents. Coding such details using standard procedures is a complex process. This contribution investigates the intercoder-reliability of occupational codes according to ISCO-88 and the indicators for socio-economic status (ISEI) based on these codes using a random sample of 300 graduates surveyed on the occupation of their father and mother. To this aim, we compared a double-coding by professional coders and a double-coding by the research team. The results show a match of around 50 percent between the two coding groups. The validity of the index of socio-economic status based on the data was, however, very good. The correlation between ISEI-values based on the coding from the different coders was very high. The predication of family background did not vary between the coding of the different coding groups. 相似文献
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Rainer Bromme Manfred Prenzel Michael Jäger 《Zeitschrift für Erziehungswissenschaft》2016,19(1):129-146
This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). Communicating empirical evidence is a precondition for any evidence based policy in education. 相似文献
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Karl-Heinz Leitner Julia Prikoszovits Michaela Schaffhauser-Linzatti Rainer Stowasser Karin Wagner 《Higher Education》2007,53(4):517-538
This paper explores the performance efficiency of natural and technical science departments at Austrian universities using
Data Envelopment Analysis (DEA). We present DEA as an alternative tool for benchmarking and ranking the assignment of decision-making
units (organisations and organisational units). The method applies a multiple input and output variables approach, which is
a clear advantage to other approaches using simple performance ratios. To deliver reasonable results, suitable input and output
variables have been determined in a previous step using correlation analyses and OLS regression. The results validate the
methods applied, and reveal performance differences and scale effects. The use of multiple output variables enables the revealing
of detailed improvement or reduction amounts of each input and output of the evaluated units and furthermore for identifying
the specialisation of teaching, research, and industrial cooperation. We find significant evidence that the size of a department
influences its overall and specialisation performance; both small and large departments perform above average, which proves
that simple linear scale effects do not exist. 相似文献
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Rainer Hujer 《Journal of Career Development》1993,19(4):281-288
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The uneven distribution of knowledge within modern societies requires a reliance on sources (e.g., reference books, teachers,
the Internet) in addition to own experience. Most scientific issues are far too complex to be understood in any depth by laypersons.
Successful knowledge acquisition comprises the ability to vary the amount of sources used and to appreciate different sources
in different contexts. Epistemological beliefs (i.e., learners’ beliefs on the nature of knowledge and knowing) might affect
this task. We report research on secondary school students’ decisions about the amount of sources they would use and their
source appreciation (the perceived usefulness of several sources), the impact of epistemological beliefs on such decisions,
and their adaptivity to the contextual circumstances of the information search. After exposure to an experimentally induced
epistemological sensitization, the students provided information on how they would proceed to confirm given knowledge. Study
1 explored the amount of sources (source quantity and access approaches). Study 2 investigated the perceived usefulness of
several sources (source appreciation). Results showed an increase in the amount and appreciation of sources in a high-involving
context and after sophisticated sensitization. More sophisticated beliefs led to a larger increase in the amount of sources
in a high-involving context. Furthermore, epistemological beliefs predicted the difference in source appreciation between
contexts. Conclusions are drawn for the use of sensitization and the teaching of digital literacy in schools. 相似文献