About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence     

Gabriele Kaiser  Andreas Busse  Jessica Hoth  Johannes König  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):369-387

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Individual Development Plans as Governance Tools – Changed Governance of Teachers’ Work     

Karolina Parding  Andreas Liljegren 《Scandinavian Journal of Educational Research》2017,61(6):689-700

Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today’s public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector’s Individual Development Plans (IDPs), for example. These IDPs are pedagogical tools, but can also be seen as governance tools, which is how we will treat them here. In this conceptual paper, we argue that to improve knowledge of education policy changes, there is a need to consider the changed documentation requirements from the perspective of sociology of professions. To this end, we use Evetts’ occupational and organisational logics and Abbott’s three aspects of professional work.  相似文献   

Non-parametric adaptive locally asymptotically optimum detection in additive noise     

Andreas M. Maras 《Journal of The Franklin Institute》2005,342(5):565-581

In this paper, a new approach to non-parametric signal detection with independent noise sampling is presented. The present approach is based on the locally asymptotically optimum (LAO) methodology, which is valid for vanishingly small signals and very large sample sizes, and on semi-parametric statistics. Its unique feature and essential difference from other techniques is that LAO non-parametric detectors are optimum according to the Neyman-Pearson criterion by being asymptotically uniformly most powerful at false alarm level α (AUMP (α)) and adaptive in the sense that no loss in Fisher's information number is incurred when the underlying noise process is no longer parametrically defined. Accordingly, they are robust against deviations from the postulated noise model and, unlike other non-parametric detectors, are distribution-free under both hypotheses H₀ (“noise only present”) and H₁ (“signal and noise present”). Non-parametric LAO detectors are derived from an asymptotic stochastic expansion of the log-likelihood ratio for coherent and narrowband incoherent “on-off” signals. Moreover, under the present framework it is shown that, in direct contrast to already known results, the non-parametric sign detector is AUMP (α) and adaptive even for non-constant signal samples.  相似文献   

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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Converging Subjective and Psychophysiological Measures of Cognitive Load to Study the Effects of Instructor‐Present Video     

Jiahui Wang  Pavlo Antonenko  Andreas Keil  Kara Dawson 《Mind, Brain, and Education》2020,14(3):279-291

Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video.  相似文献   

Research-based interventions in the area of proof: the past,the present,and the future     

Gabriel J. Stylianides  Andreas J. Stylianides 《Educational Studies in Mathematics》2017,96(2):119-127

The concept of proof has attracted considerable research attention over the pastdecades in part due to its indisputable importance to the discipline of mathematics and tostudents’ learning of mathematics. Yet, the teaching and learning of proof is an instructionallyarduous territory, with proof being recognized as a hard-to-teach and hard-to-learn concept atall levels of education. Prior research has examined, documented, and cast light on theprocesses underpinning different problems of classroom practice in the area of proof, buthas paid less emphasis on acting upon such problems to generate possible solutions throughresearch-based interventions in mathematics classrooms. In this Editorial, we first situate thecontributions in this Special Issue in a brief chronological account of scholarly work on research-based interventions in the area of proof, and we conclude with a proposal for somehigh-leverage directions for future research.  相似文献   

School alienation – Theoretical approaches and educational research     

Tina Hascher  Andreas Hadjar 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):171-188

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The Role of Metaphor in Scientific Epistemology: A Constructivist Perspective and Consequences for Science Education   总被引：1，自引：0，他引：1  

Quale  Andreas 《Science & Education》2002,11(5):443-457

I examine the role played by metaphor, in supporting andconditioning our thinking about theoretical models of learning in science education.Some examples are given, of cases where the use of inappropriate metaphors can actually counteract a properunderstanding of the topic being learnt. With special reference to von Glasersfeld's theory of radicalconstructivism, it is argued that much of the controversy appearing in the academic discussion of this theorystems from the injudicious use of metaphors of ``truth' and ``reality', concepts that are in a sense inheritedfrom the domain of Law. These metaphors are often taken too literally, as representing ``obvious' and henceindisputable constraints on scientific investigation; and they then strongly favour the adoption of an epistemologyof scientific realism, which is at variance with the theory of knowledge that is proposed by radical constructivism.However, it is argued that this realist epistemology is not compelling, since it rests on a somewhat contentiousmetaphoric base, and that a radical-constructivist epistemology offers a better strategy for the purposesof science education.  相似文献   

An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom     

Hui-Chuan Li  Andreas J. Stylianides 《Interactive Learning Environments》2018,26(1):106-117

The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10–11-year-olds) as they tried to take on and respond to the demands of their new roles as “facilitator” and “constructors”, respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants’ role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level.  相似文献   

Swedish Upper Secondary Students’ Views of the Origin and Development of the Universe     

Lena Hansson  Andreas Redfors 《Research in Science Education》2006,36(4):355-379

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