The development of higher education in Eastern and Central Europe in the aftermath of recent changes     

Jan Sadlak 《Prospects》1991,21(3):401-412

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Individual differences in children's ability to profit from picture adjunct aids     

Donald M. Hall  Jan N. Hughes 《Contemporary educational psychology》1984,9(4):353-368

A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids.  相似文献   

A premier European platform for clearing e-internships     

Kees‐Jan Van Dorp 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):175-179

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Interactive learning systems evaluation – By Thomas C Reeves & John G Hedberg     

Jan Seabrook 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1141-1141

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“Countability not answerability?” Accountability in Hong Kong and Singapore universities   总被引：1，自引：1，他引：0  

Jan Currie  Lesley Vidovich  Rui Yang 《Asia Pacific Journal of Education》2008,28(1):67-85

Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create “world-class” universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term “decentralised centralism” describes the kind of government control exerted in these Asian universities in the twenty-first century.  相似文献   

Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?     

Francesca Muntoni  Jenny Wagner  Jan Retelsdorf 《Child development》2021,92(1):189-204

This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.  相似文献   

From Parent to Child to Parent: Associations Between Parent and Offspring Psychopathology     

Yllza Xerxa  Leslie A. Rescorla  Jan van der Ende  Manon H.J. Hillegers  Frank C. Verhulst  Henning Tiemeier 《Child development》2021,92(1):291-307

Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed.  相似文献   

Students’ Occupational Aspirations: Can Family Relationships Account for Differences Between Immigrant and Socioeconomic Groups?     

Stephanie M. Plenty  Jan O. Jonsson 《Child development》2021,92(1):157-173

Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14–15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non-European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background.  相似文献   

Enhancing Scientific Communication Skills: a Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception,Reflective Review Writing on a Clinical Issue,and Self and Peer Assessments     

Eppler  Elisabeth  Meyer  Jan  Serowy  Steffen  Link  Karl  Pauk  Barbara  Filgueira  Luis 《Research in Science Education》2021,51(2):277-299

Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and...  相似文献   

Hostile attribution of intent and aggressive behavior: a meta-analysis     

Orobio de Castro B  Veerman JW  Koops W  Bosch JD  Monshouwer HJ 《Child development》2002,73(3):916-934

A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.  相似文献