Childhood learning,life skills and well‐being in adult life: a Senegalese case     

Holger Daun 《比较教育学》2010,46(4):409-428

Education is not easily converted into human capital and well‐being in low‐income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well‐being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well‐being in a low‐income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.  相似文献   

The relation between self-regulation and the embedding of support in learning environments     

Geraldine Clarebout  Holger Horz  Wolfgang Schnotz  Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.  相似文献   

Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies     

Marie Källkvist  Stephen Gomez  Holger Andersson  David Lush 《The Internet and Higher Education》2009,12(1):35-44

The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.  相似文献   

Gauge Pressure     

Dean Rickles  Chris Smeenk  Holger Lyre  Richard Healey 《Metascience》2009,18(1):5-41

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Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data     

Andrea Mühlenweg  Dorothea Blomeyer  Holger Stichnoth  Manfred Laucht 《Economics of Education Review》2012,31(3):68-76

We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: these children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance. By contrast, we do not find a significant effect of ASE on cognitive skills as measured by IQ.  相似文献   

MR. ALFRED L. ROBERT AN APPRECIATION     

Schramm EE 《Bulletin of the Medical Library Association》1934,23(2):85-86

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Ökonomische Implikationen der Ausrichtung Olympischer Spiele von München 1972 bis Atlanta 1996     

Holger Preuss  Wolfgang Maennig 《Sportwissenschaft》2000,30(1):109-112

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Individual differences in late bilinguals' L2 phonological processes: From acoustic-phonetic analysis to lexical access     

Begoña Díaz  Holger Mitterer  Mirjam Broersma  Núria Sebastián-Gallés 《Learning and individual differences》2012,22(6):680-689

The extent to which the phonetic system of a second language is mastered varies across individuals. The present study evaluates the pattern of individual differences in late bilinguals across different phonological processes. Fifty-five late Dutch-English bilinguals were tested on their ability to perceive a difficult L2 speech contrast (the English /æ/-/ε/ contrast) in three different tasks: A categorization task, a word identification task and a lexical decision task. As a group, L2 listeners were less accurate than native listeners. However, at the individual level, almost half of the L2 listeners scored within the native range in the categorization task whereas a small percentage scored within the native range in the identification and lexical decision tasks. These results show that L2 listeners' performance crucially depends on the nature of the task, with higher L2 listener accuracy on an acoustic-phonetic analysis task than on tasks involving lexical processes. These findings parallel previous results for early bilinguals, where the pattern of performance was consistent with the processing hierarchy proposed by different models of speech perception. The results indicate that the analysis of patterns of non-native performance can provide important insights concerning the architecture of the speech perception system and the issue of language learnability.  相似文献   

Books of the Month     

William H. Read  Wilbur Schramm  Daniel Lerner 《Communication Booknotes Quarterly》2013,44(6):104-105

William H. Read's America's Mass Media Merchants (Baltimore: The Johns Hopkins University Press, 1977---$10.95)

Wilbur Schramm and Daniel Lerner (eds.) Communication and Change: The Last Ten Years—and the Next (Honolulu: University Press of Hawaii, 1976---$16.00)  相似文献   

Dynamics of mental model construction from text and graphics     

Ulrike Hochpöchler  Wolfgang Schnotz  Thorsten Rasch  Mark Ullrich  Holger Horz  Nele McElvany  Jürgen Baumert 《European Journal of Psychology of Education - EJPE》2013,28(4):1105-1126

When students read for learning, they frequently are required to integrate text and graphics information into coherent knowledge structures. The following study aimed at analyzing how students deal with texts and how they deal with graphics when they try to integrate the two sources of information. Furthermore, the study investigated differences between students from different school types and grades. Forty students from grades 5 and 8 from higher track and lower track of the German school system were asked to process and integrate texts and graphics in order to answer items from different levels of a text–picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest fundamentally different functions of text and graphics, which are associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas graphics are more likely to be used on demand as visual cognitive tools according to an information-selection strategy. Students from different tracks of schooling revealed different adaptivity with regard to the requirements of combining text and graphic information.  相似文献