Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education     

Eric G. Poitras  Susanne P. Lajoie 《Educational technology research and development : ETR & D》2014,62(3):335-366

This article presents a methodology for modelling the development of self-regulated learning skills in the context of computer-based learning environments using a combination of tracing techniques. The user-modelling techniques combine statistical and computational approaches to assess skill acquisition, practice, and refinement with the MetaHistoReasoning tool, a single-agent system that supports inquiry-based learning in the domain of history. Data were collected from twenty-two undergraduate students during a 4-h session where user interactions were logged by the system. A logistic regression model predicted user performance in relation to a skill categorization task with 75 % accuracy. The manner in which users apply the skills that are acquired is then assessed through a rule-based reasoning system that allows the pedagogical agent to adapt instruction. The results show that the model allows the agent to detect instances when skills are inappropriately applied as well as what type of goal that is pursued by students. We discuss the implications of these user-modelling techniques in terms of sequencing instructional content and using the tutoring agent to deliver several types of discourse moves in order to enhance learning.  相似文献   

Wirksamkeit schulrelevanter Förderung in Kindertagesstätten     

Marcus Hasselhorn  Susanne Kuger 《Zeitschrift für Erziehungswissenschaft》2014,17(2):299-314

The present paper summarizes international and national research findings on the general and differential effectiveness of pedagogical work in early childhood education and care settings, evaluations of pilot projects on compensatory preschool education as well programs to support individual learning abilities. Based on these findings, the following conclusions are drawn: First, attending early childhood education and care settings at an early age (after the age of three) has a positive influence on the development of academic competences. Second, the effectiveness of these settings depends on the instructional quality, which could be considerably improved in Germany. Third, pilot projects on programs to support individual learning abilities could show that compensatory effects for disadvantaged groups of children exist, especially when they are interlinked with stimulating conditions in the family and at school. Fourth, effective training programs exist that can be implemented in early childhood education and care. However, a number of challenges need to be met before they can be successfully implemented.  相似文献   

Emotional and Behavioral Predictors of Preschool Peer Ratings   总被引：11，自引：0，他引：11  

Susanne A. Denham  Marcia McKinley  Elizabeth A. Couchoud  Robert Holt 《Child development》1990,61(4):1145-1152

It was predicted that social cognitive, behavioral, and affective aspects of young children's social development would predict stable peer ratings of their likability. Measures of likability, emotion knowledge, prosocial and aggressive behavior, peer competence, and expressed emotions (happy and angry) were obtained for 65 subjects (mean age = 44 months). Sociometric ratings, particularly negative, were stable over 1- and 9-month time periods. Correlational analyses showed that emotion knowledge and prosocial behavior were direct predictors of likability. Prosocial behavior mediated the relations of gender and expressed emotions with likability (i.e., gender and expressed emotions were each related to prosocial behavior, and prosocial behavior was related to likability, but neither gender nor expressed emotions were related to likability with prosocial behavior partialled out). Knowledge of emotional situations similarly mediated the age-likability relation. Results uphold the early development of stable peer reputations and the hypothesized centrality of emotion-related predictors of likability.  相似文献   

Notes and Comments     

Susanne M. Shafer 《比较教育学》1974,10(1):1-2

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Stability and patterns of classroom quality in German early childhood education and care     

Susanne Kuger  Katharina Kluczniok  David Kaplan  Hans-Guenther Rossbach 《School Effectiveness & School Improvement》2016,27(3):418-440

Many education systems worldwide have dedicated a significant amount of resources to improve quality levels in early childhood education and care. Research can contribute to this goal by providing information about conditions of high-quality education and care and reasons for changes in the quality provided to children. This study therefore analyzes the stability of educational quality and patterns of dependency of process quality on possibly determining context factors over a period of 3 consecutive school years to detect mechanisms of change and patterns of quality. Longitudinal data of a field study with annual assessments in 97 German classrooms were analyzed via growth curve analyses using Bayesian estimation. The analyses revealed an increase in process quality provided in the classrooms. Classroom composition characteristics showed strongest relations to status and change of process quality; allocated resources and characteristics of the professional staff were less strongly related.  相似文献   

Parental distress: the initial phase of hearing aid and cochlear implant fitting     

Burger T  Spahn C  Richter B  Eissele S  Löhle E  Bengel J 《American annals of the deaf》2005,150(1):5-10

The results of previous cross-section studies suggest that childhood hearing impairment may lead to parental psychosocial stress. The present study investigated whether modifications in parental psychic state can be ascertained in connection with the child's treatment events and the child's hearing and speech status, in a prospective study design. Data were available on 116 fathers and mothers regarding the pre-cochlear implant examination or hearing aid fitting of their child. In the course of the child's treatment, parental quality of life improved from a low to a normal level. Among children who were at the stage of pre-examination for a cochlear implant, better hearing and speech capacity was linked to more severe impairment of the parental state. It is emphasized that the parents whose children showed comparatively good language development at the time of pre-examination for a cochlear implant were especially subjected to stress.  相似文献   

Q-Sort Assessment of Child-Teacher Attachment Relationships and Social Competence in the Preschool   总被引：1，自引：0，他引：1  

Jennifer Mitchell-Copeland  Susanne A. Denham  Elizabeth K. DeMulder 《Early education and development》1997,8(1):27-39

The implications of the attachment relationship between children and their preschool teachers was investigated. Sixty-two preschool-age children and their teachers were studied to assess relations between the quality of attachment relationships and social competence. Results indicate that attachment security with teacher is related to prosocial behavior and teacher-rated social competence in the preschool. In addition, evidence suggests that when the child-mother attachment relationship is insecure, a secure attachment relationship with a preschool teacher may partially compensate for the insecure relationship. Children who were insecurely attached to mother but securely attached to teacher had higher teacher-rated social competence, were more prosocial, and were more positive emotionally than children who were insecurely attached to both mother and teacher.  相似文献   

Sibling Differences in Divorced Families     

Susanne C. Monahan  Christy M. Buchanan  Eleanor E. Maccoby  Sanford M. Dornbusch 《Child development》1993,64(1):152-168

Sibling differences in family processes and individual adjustment were examined for 133 sibling pairs (10–18 years old) in divorced families. Although all siblings differed, siblings who lived apart after their parents' divorce differed more than siblings who lived together, contradicting past research that found negligible effects of shared environment on sibling similarities. The possibility that siblings might live apart because they were initially more different was considered. This hypothesis was not supported in the limited tests permitted by the data. Differences in family processes were associated with differences in adjustment for pairs who lived together as well as pairs who lived apart.  相似文献   

Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers     

Anna-Marietha?Vogler  Susanne?PredigerEmail authorView author&#;s OrcID profile 《Journal of Mathematics Teacher Education》2017,20(5):497-513

Video is often used in professional development courses to sensitize mathematics teachers to students’ thinking and issues of classroom interaction. This article presents an approach that incorporates students’ perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers’ reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers’ sensitivity can be enhanced.  相似文献   

Towards the university of tomorrow: University policy as a consistent system     

Martin Polke  Susanne Ihsen  Dietrich Brandt 《European Journal of Engineering Education》2002,27(2):225-236

In this paper the relationship between new technologies and structural changes in society and the economy are discussed. The roles of engineers are described within this revolution of information technology. Through comparing the international patterns of engineering studies, the German model of engineering education is being questioned. It becomes evident that only a consecutive model of higher education studies can be the goal of further university development in Germany. Subsequently, system analysis will be used to draft a new campus structure of the university: the virtual campus consisting of a system of largely independent entities that are linked by different technological and organizational means. Further education needs to be integrated into this virtual campus university. In this way, Germany may serve as an example of how countries around the world are challenged to change fundamentally their educational systems in order to respond to the ongoing revolution in information technology.  相似文献