Wer liegt am Ende der Grundschulzeit vorn?     

Frank Lipowsky  Tobias C. Stubbe  Caroline Theurer  Gabriele Faust 《Zeitschrift für Erziehungswissenschaft》2018,21(5):897-927

The number of students enrolled in private schools has been growing continuously in the past years, especially in elementary schools. There is a variety of reasons for this development. Among other expectations, parents anticipate a superior education for their children and hope for bigger academic success. However, empirical results on the effectiveness of private schools are inconsistent and ambiguous, partly because many studies used cross-sectional data. Longitudinal studies investigating the development of elementary school students are especially lacking.The present study compares academic achievement gains of students enrolled in public schools to students who learned in the so-called BIP-creativity elementary schools. BIP schools are private schools that aim to promote the development of the talent, intelligence and personality of their students. This study investigates the development of students in mathematics, reading and orthography over a 4-years period.As the group of BIP-students is selected in terms of their socio-economic background, analyses were run in two ways. First, multilevel analyses controlling for student and class characteristics were performed. Second, a Propensity Score Matching based on school enrollment data was used in order to select a comparable group of students from public schools. Each BIP-student was matched to a student from the public schools that had a comparable socio-economic background and similar cognitive characteristics. Neither multilevel analyses nor mean comparisons of the matched samples could reveal any differences between the two groups of students in the three domains of academic achievement at the end of fourth grade.  相似文献   

Mathematische Literalität unter einer sprachlich-kulturellen Perspektive     

Gabriele?KaiserEmail author  Inga?Schwarz 《Zeitschrift für Erziehungswissenschaft》2003,6(3):357-377

Im Beitrag werden zun?chst die verschiedenen in der mathematikdidaktischen Diskussion zu mathematical literacy vertretenen Positionen referiert sowie die Umsetzung von mathematical literacy als erkenntnisleitende Bildungskonzeption in der internationalen PISA-Studie sowie die Orientierung der deutschen Erg?nzungsstudie an dem Konzept einer mathematischen Grundbildung reflektiert. In einem zweiten Teil wird der Frage nachgegangen, welche Anforderungen an eine Konzeption mathematischer Literalit?t zu stellen sind, die den Bedingungen einer mehrsprachigen Schülerschaft gerecht wird. An einem Beispiel aus der eigenen empirischen Forschung wird dabei die Notwendigkeit der Berücksichtigung sprachlicher Prozesse beim Mathematiklernen aufgezeigt. Anschlie?end werden auf dieser Basis überlegungen zu einer eigenen Auffassung mathematischer Literalit?t als Bildungsziel mathematischer Erziehung formuliert.  相似文献   

Continuing professional development designed as second-order action research: work-in-progress     

Barbara Hanfstingl  Gunther Abuja  Gabriele Isak  Christine Lechner  Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82

ABSTRACT

The purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues.  相似文献   

Feedback After Good Versus Poor Trials Affects Intrinsic Motivation     

Rokhsareh Badami  Mohammad VaezMousavi  Gabriele Wulf  Mahdi Namazizadeh 《Research quarterly for exercise and sport》2013,84(2):360-364

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The Bologna Process in Italy     

Gabriele Ballarino  Loris Perotti 《European Journal of Education》2012,47(3):348-363

Italy was among the promoters of the Bologna Process and the early adopters of the reform. If one looks at its impact on the formal structure of curricula and study programmes, the reform undertaken under the Bologna banner seems to have been one of the major educational reforms ever achieved in Italy. This article describes how the Bologna Process has unfolded in Italy, looking at the reasons why a reform that for long eluded Italian policymakers and higher education managers finally succeeded. The theme is approached from the point of view of the contemporary theories of institutional change, looking at the actors and interactions that made this reform possible despite strong opposition. In fact, it was a series of contingent events that weakened the balance of powers governing Italian HE, thus making institutional change possible.  相似文献   

Validation of the Attitude-Older Adult and Aging-Visual Analogue Scales (At-O-A)     

Mary Ligon  Katie Ehlman  Gabriele Moriello  Colleen Russo  Kamila Miller 《Educational gerontology》2013,39(8):572-583

ABSTRACT

Occupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties.  相似文献   

Results of an empirical study into gender differences in attitudes towards mathematics     

Gabriele Kaiser-Messmer 《Educational Studies in Mathematics》1993,25(3):209-233

Differences in attitude towards mathematics between boys and girls were evaluated in an empirical study carried out in (west)German secondary schools during 1989 on a group of 748 students aged 14–19. The main focus of the study was to ascertain whether the results from previous studies of the last decade, which reported significant differences between boys' and girls' attitudes to mathematics, were still valid.This study shows there are still significant gender differences in many areas, such as: interest in mathematics, importance of high attainment in mathematics, willingness to consider entering a career involving mathematics and mathematical activities and themes from the real world which interest the pupils. Despite these still prevailing gender differences, the study nevertheless shows that girls' and boys' views on gender roles and corresponding areas of activities have changed considerably in recent years (note 1).  相似文献   

Gender equity in mathematical achievement: the case of China     

Yan Zhu  Gabriele Kaiser  Jinfa Cai 《Educational Studies in Mathematics》2018,99(3):245-260

Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for International Student Assessment (PISA). The situation in China has not yet been studied. The recent PISA report lists China B-S-J-G (representing Beijing–Shanghai–Jiangsu–Guangdong) as an educational system with no significant gender difference in mathematical achievement. Based on a secondary analysis of PISA 2015 mathematics data from China B-S-J-G, this study more deeply scrutinized gender differences in Chinese students’ mathematical performance, emphasizing societal factors, namely students’ socioeconomic status, school level, school type, school location, and socioeconomic status at school level. This analysis revealed important differences within the overall picture. Most importantly, significantly more boys than girls scored in the top tier of mathematics achievement. At the lower- and upper-secondary school levels, boys performed significantly better than girls, with the achievement difference increasing at the upper-secondary level. Furthermore, this study found that, on average, Chinese (B-S-J-G) girls achieved significantly lower average scores on the PISA 2015 mathematics test than boys in the same school. Overall, students’ individual characteristics and school characteristics need to be separated and both taken into account to examine the role of gender in mathematical achievement, which has not been thoroughly investigated in the past.  相似文献   

Writing and knowledge: Effects and re-effects     

Gunther Eigler  Thomas Jechle  Gabriele Merziger  Alexander Winter 《European Journal of Psychology of Education - EJPE》1991,6(2):225-232

Recent cognitive research on writing deals with various factors influencing writing (in the sense of textproduction). One of these factors is knowledge of a specific topic. The opposite effect of writing on knowledge, however, is rarely examined in research. Being interested in the relationships between knowledge and writing some of our results of a research project which has been conducted in the years 1987 to 1989, will be reported.  相似文献   

Cross Fertilization Between Museums and Schools,Science and Art,History and Multimedia     

Lidia Falomo Bernarduzzi  Gabriele Albanesi 《Interchange》2015,46(1):73-94

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