Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches     

Gabriele Kaiser  Sigrid Blömeke  Johannes König  Andreas Busse  Martina Döhrmann  Jessica Hoth 《Educational Studies in Mathematics》2017,94(2):161-182

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Hamburg’s Family Literacy project (FLY) in the context of international trends and recent evaluation findings     

Gabriele Rabkin  Stefanie Geffers  Ulrike Hanemann  Meike Heckt  Marcus Pietsch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):651-677

The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way.  相似文献   

Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate     

Gabriele Steuer  Gisela Rosentritt-Brunn  Markus Dresel 《Contemporary educational psychology》2013

Errors are often perceived by students as self-threatening and not as learning opportunities. The present work focuses on contextual influences on reactions to errors and learning processes. Based on prior research, a conceptualization of perceived error climate in the classroom with eight subdimensions and one superordinate uniform factor is proposed and a newly developed student questionnaire for its assessment is presented. Results of a study with N = 1116 students from 56 mathematics classrooms in German secondary schools indicated the validity of the error climate conceptualization and the suitability of the questionnaire. Moreover, the results showed that perceived error climate in the classroom predicted the adaptivity of students’ individual reactions to errors above and beyond perceived classroom goal structures and personal achievement motivation (academic self-concept, mastery goal orientation). In addition, the study provided evidence that perceived error climate affects – partially mediated through students’ individual reactions to errors – the quantity and self-regulation of students’ effort.  相似文献   

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences     

John E. Henning  Andrea DeBruin‐Parecki  Becky Wilson Hawbaker  Curtis P. Nielsen  Elana Joram  Anthony J. Gabriele 《The Teacher Educator》2013,48(3):188-207

Abstract

This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.  相似文献   

Isotachophoresis with emulsions     

G. Goet  T. Baier  S. Hardt  A. K. Sen 《Biomicrofluidics》2013,7(4)

An experimental study on isotachophoresis (ITP) in which an emulsion is used as leading electrolyte (LE) is reported. The study aims at giving an overview about the transport and flow phenomena occurring in that context. Generally, it is observed that the oil droplets initially dispersed in the LE are collected at the ITP transition zone and advected along with it. The detailed behavior at the transition zone depends on whether or not surfactants (polyvinylpyrrolidon, PVP) are added to the electrolytes. In a system without surfactants, coalescence is observed between the droplets collected at the ITP transition zone. After having achieved a certain size, the droplets merge with the channel walls, leaving an oil film behind. In systems with PVP, coalescence is largely suppressed and no merging of droplets with the channel walls is observed. Instead, at the ITP transition zone, a droplet agglomerate of increasing size is formed. In the initial stages of the ITP experiments, two counter rotating vortices are formed inside the terminating electrolyte. The vortex formation is qualitatively explained based on a hydrodynamic instability triggered by fluctuations of the number density of oil droplets.  相似文献   

Knowledge of Results After Good Trials Enhances Learning in Older Adults     

Suzete Chiviacowsky  Gabriele Wulf  Raquel Wally  Thiago Borges 《Research quarterly for exercise and sport》2013,84(3):663-668

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Enhanced expectancies improve movement efficiency in runners     

Stoate I  Wulf G  Lewthwaite R 《Journal of sports sciences》2012,30(8):815-823

We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption (VO(2max)) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance.  相似文献   

Feedback about more accurate versus less accurate trials: differential effects on self-confidence and activation     

Badami R  VaezMousavi M  Wulf G  Namazizadeh M 《Research quarterly for exercise and sport》2012,83(2):196-203

One purpose of the present study was to examine whether self-confidence or anxiety would be differentially affected byfeedback from more accurate rather than less accurate trials. The second purpose was to determine whether arousal variations (activation) would predict performance. On day 1, participants performed a golf putting task under one of two conditions: one group received feedback on the most accurate trials, whereas another group received feedback on the least accurate trials. On day 2, participants completed an anxiety questionnaire and performed a retention test. Shin conductance level, as a measure of arousal, was determined. The results indicated that feedback about more accurate trials resulted in more effective learning as well as increased self-confidence. Also, activation was a predictor of performance.  相似文献   

Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course     

Marcia J. Simmering  Clay Posey  Gabriele Piccoli 《Decision Sciences Journal of Innovative Education》2009,7(1):99-121

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.  相似文献   

Self-controlled feedback is effective if it is based on the learner's performance     

Chiviacowsky S  Wulf G 《Research quarterly for exercise and sport》2005,76(1):42-48

The study follows up on the contention that self-controlled feedback schedules benefit learning because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group ("self-after") decided after every trial whether they wanted to receive feedback for that trial while another group ("self-before") made that decision before each trial The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.  相似文献