Culturally responsive student assessment and quality work in higher education     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(1):1-4

Educational Assessment, Evaluation and Accountability -  相似文献   

Governing education quality—challenges of perspective and methodology     

Guri Skedsmo  Stephan Gerhard Huber 《Educational Assessment, Evaluation and Accountability》2017,29(4):315-318

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Learning from scientific texts: personalizing the text increases transfer performance and task involvement     

Stephan Dutke  Anna Christina Grefe  Claudia Leopold 《European Journal of Psychology of Education - EJPE》2016,31(4):499-513

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the eye”) were replaced with 60 second-person possessive pronouns (e.g., “your eye”). Afterwards, participants answered comprehension and transfer questions. One week later, the participants were asked to restudy the text and to answer the same questions again with the aim to improve their performance. In the personalized text condition, students showed higher transfer performance, spent more time on restudying the text, and reported being more motivated than students in the standard text condition. However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance.  相似文献   

Correction to: Epilogue (found in Int J of Sci and Math Educ (2017) 15 (Suppl 1):S1–S4)     

Frances Lawrenz  Koeno Gravemeijer  Michelle Stephan 《International Journal of Science and Mathematics Education》2018,16(8):1635-1635

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The director of education as a leader of pedagogical issues: a study of leadership in municipal educational sector activities     

Stephan Rapp 《School Leadership & Management》2013,33(5):471-490

The purpose of this article is to increase our knowledge about the role that directors of education play as leaders of educational activities. For its analytical framework, the study uses the qualitative research approach known as phenomenography and examines the study's findings against the rationalist perspective, against systems theory and against tight and loosely-coupled systems. On the issue of accountability, the study shows that while the directors were perceived to be accountable for mismanagement of finances, being accountable for student results was not something that worried the directors participating in this study.  相似文献   

The Role of Patriotism in Explaining the TV Audience of National Team Games—Evidence From Four International Tournaments     

Stephan Nüesch  Egon Franck 《Journal of Media Economics》2013,26(1):6-19

In the literature addressing the determinants of TV audiences in sports, both the absolute and relative playing strength of the opponents play a prominent role. Regarding national team competitions, however, this study conjectures that patriotism matters as well. Analyzing the Swiss TV audience at 2 World Cups and 2 European Football Championships, this study finds strong evidence that TV ratings are highly affected by the sizes of the groups of foreign residents affiliated with the teams playing on the field.  相似文献   

Book Reviews     

David Wood  Carey Watt  Andrew Grainger  Stephan Wassong  Wray Vamplew  Zinon Papakonstantinou 《国际体育史杂志》2013,30(15):2284-2310

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Evaluierung von unterschiedlichen Trainingsmodellen bei berufstätigen Freizeitläufern     

Prof. Dr. phil. habil. Kuno Hottenrott  Sebastian Ludyga  Stephan Schulze 《Sportwissenschaft》2013,43(3):157-165

The aim of the study was to examine the effects of three different training models on aerobic power and body composition in recreationally active runners. According to their preferences 54 subjects (female=?27, male?=?27) were assigned to the following groups: (a) weekend group (WE), who performed two sessions of continuous endurance training weekly, (b) after-work group (FE) who carried out four sessions of high intensity training as well as an additional endurance run and (c) STAR group (STAR), who took part in a training with exercise telemetry monitors based on the heart rate variability. Over the 12-week study period the mean training volume was approximately 2 h 15 min per week. Of the participants 47 successfully completed the training study and all 3 groups showed significantly improved aerobic power (p?<0.001); however, the FE group (d?=?1.15) showed increased VO_2max superior to WE (d?=?0.48) and STAR (d?=?0.66) groups. Significant improvements in body mass (p?<?0.001), body fat (p?<?0.001) and visceral fat (p?<?0.001) were found in the WE, FE and STAR group. All groups completed the half marathon with no significant differences in performance. Based on a similar training volume, short, intensive endurance training sessions of about 30 min were found to elicit the greatest improvements of VO2max in recreationally active runners.  相似文献   

Student teachers’ pedagogical content knowledge for teaching systems thinking: effects of different interventions     

Frank Rosenkränzer  Christian Hörsch  Stephan Schuler  Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951

ABSTRACT

Systems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.  相似文献   

Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning     

Kristin Knipfer  Eva Mayr  Carmen Zahn  Stephan Schwan  Friedrich W. Hesse 《Educational Research Review》2009,4(3):196-209

In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions.  相似文献