5. Dietmar Bolscho/Gerd Michelsen (Hrsg.): Methoden der Umweltbildungsforschung (Ökologie und Erziehungswissenschaft, Bd. 3)     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):139-140

  相似文献   

Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing     

Tate  Tamara P.  Warschauer  Mark  Kim  Young-Suk Grace 《Reading and writing》2019,32(8):2059-2082

Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students’ writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students’ writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students’ additional keypresses on writing achievement were amplified when both were present.

  相似文献   

Before,During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy     

Sigrid Blömeke  Oliver Thiel  Lars Jenßen 《Scandinavian Journal of Educational Research》2019,63(4):506-519

This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education.  相似文献   

One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

‘Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration     

Rebecca L. Brower  Robert A. Schwartz  Tamara Bertrand Jones 《Gender and education》2019,31(1):117-135

This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education administration is presented highlighting the types of situations that produce this ambiguity, two variants of attributional ambiguity (i.e. cognitive and social), and the psychological and organizational consequences of such ambiguity. Reasons that attributional ambiguity is inherent to higher education administration are examined including the fluidity of gender roles, the culture of academia, and leaders’ minimization of discriminatory experiences. Implications for professional practice are also presented such as the need for curricula, trainings, mentoring, and coaching that addresses attributional ambiguity and greater publicity related to women’s underrepresentation in leadership roles in higher education.  相似文献   

Literacy education and diversity: Toward equity in the teaching of reading and writing     

Tamara Lucas  Sandra R. Schecter 《The Urban Review》1992,24(2):85-104

The school-age population in North America is characterized by increasing linguistic, cultural, and ethnic diversity. The authors argue that non-mainstream students do not perform as well in schools as mainstream students (predominantly whilte, middle-class English speakers) because they are not equitably served by the educational system. They explore some of the complexities of educational equity and consider equity issues in the literacy education of language minority students from four different perspectives: individual student characteristics, sociocultural factors, language issues, and instructional issues. In support of their position, they examine each of these areas in turn, providing illustrations and analysis. They conclude with several principles upon which to build practices to make literacy education more equitable for all students.  相似文献   

Resource discovery in distributed digital libraries through visual knowledge navigation     

GU Qian-yi AHMAD Faisal SUMNER Tamara 《浙江大学学报(A卷英文版)》2005,6(11):1306-1311

INTRODUCTION In this paper, we present our work in the Strand Map Service (SMS), which provides concept map based browsing interfaces for resource discovery in a library independent manner within American Na- tional Science Digital Library (NSDL). As critical components of digital libraries, dis- covery systems provide interfaces that support user to search and browse for resources in digital libraries (Hall et al., 1999). The effectiveness of discovery systems has big impact on the…  相似文献   

An Action Research Study of Student Self-Assessment in Higher Education     

Tamara M. Walser 《Innovative Higher Education》2009,34(5):299-306

Although student self-assessment is considered a critical component of assessment for learning, its use and related research are rare in higher education. This article describes an action research study of self-assessment as an instructional strategy in two university courses. Results indicate that self-assessment exercises provided students the opportunity to reflect on the course and their performance, helped them monitor their own progress, motivated them to do well in the course, and provided them the opportunity to give feedback to the instructor. Additionally, from the instructor perspective, the exercises provided useful feedback for course improvement and facilitated interactions and relationships with students.  相似文献   

Using Electroencephalography to Measure Cognitive Load     

Pavlo Antonenko  Fred Paas  Roland Grabner  Tamara van Gog 《Educational Psychology Review》2010,22(4):425-438

Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data.  相似文献   

Effects of conceptual knowledge and availability of information sources on law students’ legal reasoning     

Fleurie Nievelstein  Tamara van Gog  Henny P. A. Boshuizen  Frans J. Prins 《Instructional Science》2010,38(1):23-35

Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant information from cases, determining applicable rules, and searching for rules and exceptions in external information sources such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts, but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications for learning and instruction in the domain of law are discussed.  相似文献