Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom     

Anika Dreher  Sebastian Kuntze 《Educational Studies in Mathematics》2015,88(1):89-114

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Measuring the (dis-)similarity between expert and novice behaviors as serious games analytics     

Christian Sebastian Loh  Yanyan Sheng 《Education and Information Technologies》2015,20(1):5-19

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The role of schools in bridging within-school achievement gaps based on socioeconomic status: a cross-national comparative study     

Haigen Huang  James Sebastian 《Compare》2015,45(4):501-525

Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school’s learning environment and school context are not systematically associated with within-school SES gaps.  相似文献   

Automated vehicles and the morality of post-collision behavior     

Krügel  Sebastian  Uhl  Matthias  Balcombe  Bryn 《Ethics and Information Technology》2021,23(4):691-701

Ethics and Information Technology - We address the considerations of the European Commission Expert Group on the ethics of connected and automated vehicles regarding data provision in the event of...  相似文献   

The diminishing signaling value of patents between early rounds of venture capital financing     

Sebastian Hoenen  Christos Kolympiris  Wilfred Schoenmakers  Nicholas Kalaitzandonakes 《Research Policy》2014

A long stream of research has documented the positive effects that patents bring about to emerging firms in high technology industries. The general consensus is that patents contribute to firm growth because they confer monopolistic market rights, offer protection from competitors, increase the negotiating position of patent holders and other benefits. What has received relatively less attention in the literature is whether patents act as a signal that attracts investors such as venture capital firms. The handful of studies that have addressed that question has not analyzed whether the signaling function of patents decreases after the initial attraction of venture capital, as information asymmetries between investors and target firms reduce. In this study we hypothesize that patent activity has a signaling value that diminishes once information asymmetries between investors and funded firms lessen. To study our proposition we draw upon a longitudinal dataset of more than 580 U.S.-based biotechnology firms to empirically demonstrate that biotechnology firms that have submitted patent applications substantially increase the level of funding they receive for their first round of financing. In line with a reduction of information asymmetries once the initial investment has materialized, patent applications and granted patents have no effect on the growth of venture capital funds raised during the second round of financing. We conclude the study with a discussion of avenues for new research, implications for policy makers that consider the usefulness of the current patent system and with insights that can be employed by managers of firms in knowledge intensive areas such as biotechnology.  相似文献   

Student learning in teacher evaluation and school improvement: An introduction     

H. Del Schalock  Mark D. Schalock 《Journal of Personnel Evaluation in Education》1993,7(2):103-104

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The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches     

Jan Lenhart  Wolfgang Lenhard  Enni Vaahtoranta  Sebastian Suggate 《教育心理学》2018,38(5):596-616

Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged three to six were told six stories in a randomised, single-blind and counterbalanced design. Stories were either read aloud or told freely and included rare target-words. Measures of target-word acquisition, receptive vocabulary, phonological working memory and speech comprehension were administered. There was a small to moderate learning gain (d = .37), but no effect of story-delivery. In a second study, 24 of the youngest and 24 of the oldest participants were tested again, using the same procedure but with stories designed to be more intrinsically motivating and age-appropriate. Results indicated negligible vocabulary gains (d = .08) and no effect of story-delivery, except for small differences in child behaviour during storytelling.  相似文献   

Skill,Thrill, and Will: The Role of Metacognition,Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time     

Ming-Te Wang  Kevin R. Binning  Juan Del Toro  Xu Qin  Cristina D. Zepeda 《Child development》2021,92(4):1369-1387

Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns.  相似文献   

Addressing standards at the program level with electronic portfolios     

Gail L. Ring  Sebastian L. Foti 《TechTrends》2003,47(2):28-32

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