How can clusters sustain performance? The role of network strength, network openness, and environmental uncertainty   总被引：2，自引：0，他引：2  

Andreas B. Eisingerich  Simon J. Bell  Paul Tracey 《Research Policy》2010,39(2):239-253

This paper draws on social network theory to develop a model of regional cluster performance. We suggest that high performing regional clusters are underpinned by (1) network strength and (2) network openness, but that the effects of these on the performance of a cluster as a whole are moderated by environmental uncertainty. Specifically, the positive effects of network openness on cluster performance tend to increase as environmental uncertainty increases, while the positive effects of network strength on cluster performance tend to decrease as environmental uncertainty increases. Our findings have theoretical and practical implications for social network research in general, and cluster research in particular.  相似文献   

Blended learning and pure e-learning concepts for information retrieval: experiences and future directions     

Andreas Henrich  Stefanie Sieber 《Information Retrieval》2009,12(2):117-147

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Securing quality and equity in education: Lessons from PISA   总被引：2，自引：0，他引：2  

Andreas Schleicher 《Prospects》2009,39(3):251-263

Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time, is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become consistent and predictable, with very little variation in performance across schools. These countries set the goals to which others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA.  相似文献   

Aggregate unemployment decreases individual returns to education     

Andreas Ammermueller  Anja Kuckulenz  Thomas Zwick 《Economics of Education Review》2009

Aggregate unemployment may affect individual returns to education through qualification-specific responses in participation and wage bargaining. This paper shows that an increase in regional unemployment by 1% decreases returns to education by 0.005 percentage points. This implies that higher skilled employees are better sheltered from labour market changes with respect to their jobs but they encounter larger wage changes than less skilled employees. We use representative individual data and panel variation in unemployment between German regions and employee groups. We demonstrate that our results are robust with respect to aggregation bias, time lags and potential endogeneity of the unemployment variable.  相似文献   

Epistemological beliefs and epistemic strategies in self-regulated learning     

Tobias Richter  Sebastian Schmid 《Metacognition and Learning》2010,5(1):47-65

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables. Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view. In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning. In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked to epistemological attitudes and beliefs.  相似文献   

Behavioral and neurophysiological effects of morphological awareness training on spelling and reading     

Silvana Weiss  Roland H. Grabner  Reinhard Kargl  Christian Purgstaller  Andreas Fink 《Reading and writing》2010,23(6):645-671

Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group showed increases in morphological awareness, but only students from secondary school improved significantly in reading and spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained children with higher language competencies underwent an electroencephalography testing involving three different language tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz). These findings reflect more effortful and attention-demanding processing after the training and suggest that children with poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy.  相似文献   

Focal event,contextualization, and effective communication in the mathematics classroom     

Per Nilsson  Andreas Ryve 《Educational Studies in Mathematics》2010,74(3):241-258

The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12 to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.  相似文献   

The athletes’ visuomotor system – Cortical processes contributing to faster visuomotor reactions     

Thorben Hülsdünker  Heiko K. Strüder  Andreas Mierau 《European Journal of Sport Science》2018,18(7):955-964

Many sports require athletes to rapidly transform visual information into a targeted motor response, a process referred to as visuomotor reaction. On the behavioural level, athletes have long been established to achieve faster simple visuomotor reaction times when compared to non-athletes. However, although the superior performance in athletes has been attributed to the central nervous system, the underlying neural mechanisms remained poorly studied. More recently, a growing number of neurophysiological and neuroimaging studies systematically addressed the functional and structural modulations in the athletes’ visual and motor systems as well as their contribution to visuomotor performance. This article reviews current research on structural and functional characteristics of the athletes’ cortical visuomotor system associated with simple visuomotor reactions, sports-specific visuomotor performance and visuomotor training. The primary objective is to shed light on the neural mechanisms potentially contributing to superior visuomotor reaction performance in athletes participating in visuomotor demanding disciplines. A more comprehensive understanding of performance-determining neural functions could provide great potential for diagnostics and training to improve athletic performance.  相似文献   

Preschool children’s Collaborative Science Learning Scaffolded by Tablets     

Marie Fridberg  Susanne Thulin  Andreas Redfors 《Research in Science Education》2018,48(5):1007-1026

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.  相似文献   

Proxy-produced ethnographic work: what are the problems,issues, and dilemmas arising from proxy-ethnography?     

Marie Martinussen  Karin Højbjerg  Andreas Lindenskov Tamborg 《Ethnography and Education》2018,13(1):100-118

This article addresses the implications of researcher-student cooperation in the production of empirical material. For the student to replace the experienced researcher and work under the researcher’s supervision, we call such work proxy-produced ethnographic work. Although there are clear advantages, the specific relations and positions arising from such a set-up between the teacher/researcher and the proxy ethnographer/student are found to have implications for the ethnographies produced. This article’s main focus is to show how these relations and positions have shifted the focus of the ethnographic work and in some way have distorted the ethnographies in certain ways. It is shown how the participating researchers have distinctive, incorporated dispositions with which they pre-consciously participate in an implicit and subtle relation that can make it easy to overlook the distortions during the research process. These ethnographic distortions are generated within a framework drawn primarily on the work of sociologist Pierre Bourdieu.  相似文献