Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction     

Robert Thompson  Steve Tanimoto  Ruby Dawn Lyman  Kira Geselowitz  Kristin Kawena Begay  Kathleen Nielsen  William Nagy  Robert Abbott  Marshall Raskind  Virginia Berninger 《Education and Information Technologies》2018,23(3):1043-1068

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Studieren an der Berufsakademie oder an der Universität, Fachhochschule oder Pädagogischen Hochschule?     

PD Dr. Ulrich Trautwein  Kai Maaz  Oliver Lüdtke  Gabriel Nagy  Nicole Husemann  Rainer Watermann  Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412

Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden. Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie, die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t.  相似文献   

Informationen des Bundesinstituts für Sportwissenschaft (BISp)     

Martin-Peter Büch  Heiner Schumann  Georg Anders  Dietrich Hartmann 《Sportwissenschaft》2010,40(4):315-316

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Dokumentation Bildungsrecht     

Georg Brünner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(6):193-194

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Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?     

Baumert J  Nagy G  Lehmann R 《Child development》2012,83(4):1347-1367

This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed‐ability classes shows path‐dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status‐dependent processes of cumulative advantage, their interaction with path‐dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi‐simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan‐spread effect was found for mathematics, partly attributable to status‐dependent processes of cumulative advantage.  相似文献   

Growth or steady state? A bibliometric focus on international comparative higher education research     

Anna Kosmützky  Georg Krücken 《Higher Education》2014,67(4):457-472

The study combines a bibliometric approach with a content analysis of abstracts of articles to explore the patterns of international comparative higher education research in leading international journals. The overall data set covers 4,095 publications from the Web of Science for the period 1992–2012 and the amount of international comparative articles in this data set is analyzed utilizing a geographical coding. Contrary to a general proliferation of international and global trends in higher education, the results of the analysis most importantly reveal a relatively steady state of international comparative higher education research over the past 20 years. Further patterns examined show that international collaborative articles have a much higher share in international comparative research compared to non-comparative research, small-scale country clusters are preferred for comparison and there is a dense network of comparative clusters between Europe and the US. Finally, rationales for these patterns are discussed, as well as potential implications.  相似文献   

Fitneßtraining als Gesundheitstraining     

Michael Tiemann  Georg Wydra 《Sportwissenschaft》2000,30(4):481-482

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Activity Level from Birth through First Grade: Stability or Inversion of Intensity?     

Catherine McBride-Chang  Linda Gallahan  Carol Nagy Jacklin 《Early education and development》1996,7(4):367-380

Two seemingly opposing positions on the stability of behavior related to activity are considered. The first position is that there is stability in activity level beginning very early in development. The second position is the “inversion of intensity” hypothesis, which posits that intense behavior in the newborn predicts low activity in the third year of life, and newborn behavior which is-lacking in intensity predicts high activity at this time. Paradoxically, support for both positions is found in the present study of girls and boys from birth to 6 years of age.  相似文献   

Transfer effects of mathematical literacy: an integrative longitudinal study     

Holenstein  Mathias  Bruckmaier  Georg  Grob  Alexander 《European Journal of Psychology of Education - EJPE》2021,36(3):799-825

European Journal of Psychology of Education - Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative...  相似文献   

Research Universities And The Spectre Of Academic Capitalism     

Hans Georg Schuetze 《Minerva》2007,45(4):435-443

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