Sibling negotiations and the construction of literacy events in an urban area of Tanzania     

Sofia Johnson Frankenberg  Rolf Holmqvist  Birgitta Rubenson  Camilla Rindstedt 《International Journal of Educational Development》2012

This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.  相似文献   

Alignment as a Teacher Variable     

Andrew C Porter  John Smithson  Rolf Blank  Timothy Zeidner 《教育实用测度》2013,26(1):27-51

Essay scores generated by machine and by human raters are generally comparable; that is, they can produce scores with similar means and standard deviations, and machine scores generally correlate as highly with human scores as scores from one human correlate with scores from another human. Although human and machine essay scores are highly related on average, this does not eliminate the possibility that machine and human scores may differ significantly for certain gender, ethnic, or country groups. Such differences were explored with essay data from two large-scale high-stakes testing programs: the Test of English as a Foreign Language and the Graduate Record Examination. Human and machine scores were very similar across most subgroups, but there were some notable exceptions. Policies were developed so that any differences between humans and machines would have a minimal impact on final reported scores.  相似文献   

The impact of physical growth and relative age effect on assessment in physical education     

Terje Dalen  Rolf Petter Ingvaldsen  Truls Valland Roaas  Arve Vorland Pedersen  Ingebrigt Steen  Tore Kristian Aune 《European Journal of Sport Science》2017,17(4):482-487

Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n?=?2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r?=?0.14, r?=?0.32, and r?=?0.29. For girls, the correlations are r?=?0.11, r?=?0.33, and r?=?0.21. All correlations are significant (p?<?.05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.  相似文献   

Leadership in academe requires more than one professionalism     

Rolf Möller 《Tertiary Education and Management》1995,1(2):115-119

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Arbeitstagung des Deutschen Verbandes für das kaufmännische Bildungswesen,Mannheim 1955     

Rolf Berke 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1955,1(3):372-375

Ohne ZusammenfassungDerDeutsche Verband für das Kaufmännische Bildungswesen e. V. (gegründet 1895) umfaßt alle an der kaufmännischen Berufserziehung interessierten Kreise wie Arbeitgeberverbände, Deutscher Gewerkschaftsbund, Deutsche Angestellten-Gewerkschaft, Industrie- und Handelskammern, Hochschulen und Lehrer. Ferner ist der Deutsche Verband Mitglied derInternationalen Gesellschaft für Kaufmännisches Bildungswesen (Siec). Er beeinflußt maßgeblich die Berufserziehung des Kaufmanns.  相似文献   

Competencies for young European higher education graduates: labor market mismatches and their payoffs     

Adela García-Aracil  Rolf Van der Velden 《Higher Education》2008,55(2):219-239

Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies increase graduates’ job satisfaction.  相似文献   

Berufsbildung in Lateinamerika     

Rolf Arnold 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(2):159-177

The article is concerned with the current trends in vocational education in Latin American countries, where it is increasingly integrated into attempts to solve the social question. The main point of the investigation is to establish what are the experiences gathered from development cooperation with the vocational education organizations of Latin America, and what strategies have proved effective with regard to the social and economic problems of the region. In answer to these questions six propositions are presented and substantiated: (1) Vocational education is a necessary, but on its own by no means sufficient precondition for economic and social progress. (2) Models where vocational education is integrated into the formal education system have not as a rule met expectations. Through de-schooling approaches, the vocational education organizations are nowadays used primarily as institutions for vocational continuing education. (3) Vocational education must reach those who are genuinely aiming for a skilled trade. (4) Only by involving the enterprises in training can a vocational education system be created which offers the possibility of unlimited growth and effective coverage. (5) Latin American vocational education organizations are, to an increasing extent, caught up in implementing the social policies of governments. Of major importance are programmes that support existing small and medium-size businesses and initiate the foundation of new businesses. (6) As a consequence of the socio-political change in vocational training, the trainer or instructor becomes a key figure.  相似文献   

Improving research on teacher quality in science and mathematics: Report of a symposium of scientists,educators, and researchers     

Rolf K. Blank 《科学教学研究杂志》1988,25(3):217-224

Many initiatives designed to improve the quality of elementary and secondary teachers have been proposed and implemented at national, state, and local levels. It is unclear whether these initiatives are based on a common definition of teacher quality or adequate knowledge about the conditions that produce quality teaching. This article summarizes the results of a symposium of the National Research Council on the state of research knowledge on teacher quality. Topics for needed research that were identified in the symposium included studies on the effects of state and local policies which set new standards for teachers, studies on the subject-matter knowledge and preparation of teachers, analyses of alternative methods of developing teaching skills, and assessments of the effects of school conditions for teaching on career patterns of teachers.  相似文献   

Learning about students’ knowledge and thinking in science through large-scale quantitative studies     

Rolf V. Olsen  Are Turmo  Svein Lie 《European Journal of Psychology of Education - EJPE》2001,16(3):403-420

The main issue addressed in this article is that there is much to learn about students’ knowledge and thinking in science from largescale international quantitative studies beyond overall score measures. Response patterns on individual or groups of items can give valuable diagnostic insight into students’ conceptual understanding, but there is also a danger of drawing conclusions that may be too simple and nonvalid. We discuss how responses to multiple-choice items could be interpreted, and we also show how responses on constructed-response items can be systematised and analysed. Finally, we study, empirically, interactions between item characteristics and student responses. It is demonstrated that even small changes in the item wording and/or the item format may have a substantial influence on the response pattern. Therefore, we argue that interpretations of results from these kinds of studies should be based on a thorough analysis of the actual items used. We further argue that diagnostic information should be an integrated part of the international research aims of such large-scale studies. Examples of items and student responses presented are taken from The Third International Mathematics and Science Study (TIMSS).  相似文献   

Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance     

Stefan Johansson  Rolf Strietholt 《比较教育学》2019,55(4):536-556

ABSTRACT

With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement.  相似文献