Posthumanism and the massive open online course: contaminating the subject of global education     

Stefan Herbrechter 《Distance Education》2016,37(3):376-379

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The myth of global science collaboration—Collaboration patterns in epistemic communities     

Stefan Hennemann  Diego Rybski  Ingo Liefner 《Journal of Informetrics》2012,6(2):217-225

Scientific collaboration is often perceived as a joint global process that involves researchers worldwide, regardless of their place of work and residence. Globalization of science, in this respect, implies that collaboration among scientists takes place along the lines of common topics and irrespective of the spatial distances between the collaborators. The networks of collaborators, termed ‘epistemic communities’, should thus have a space-independent structure. This paper shows that such a notion of globalized scientific collaboration is not supported by empirical data. It introduces a novel approach of analyzing distance-dependent probabilities of collaboration. The results of the analysis of six distinct scientific fields reveal that intra-country collaboration is about 10–50 times more likely to occur than international collaboration. Moreover, strong dependencies exist between collaboration activity (measured in co-authorships) and spatial distance when confined to national borders. However, the fact that distance becomes irrelevant once collaboration is taken to the international scale suggests a globalized science system that is strongly influenced by the gravity of local science clusters. The similarity of the probability functions of the six science fields analyzed suggests a universal mode of spatial governance that is independent from the mode of knowledge creation in science.  相似文献   

Facilitating spatial perspective taking through animation: Evidence from an aptitude–treatment-interaction     

Stefan Münzer 《Learning and individual differences》2012,22(4):505-510

The present study examined the facilitating function of animations for spatial perspective taking. The task demanded to estimate directions to memorized objects in a spatial scene from an imagined position and orientation within the scene. Static pictures which required imagined reorientation of the self were compared to animations showing the reorientation externally. Individual differences in perspective taking ability were considered. Results showed a large effect in favor of animations for reaction times. An aptitude–treatment-interaction was found for accuracy: The relation between perspective taking ability and accuracy in direction estimation was moderated by type of presentation (static pictures vs. animation). Perspective taking ability played a much stronger role in direction estimation accuracy with static pictures than with animations. It is concluded that focused animations can facilitate perspective taking and thereby compensate for low spatial perspective taking ability.  相似文献   

Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement     

Theodore Stefan Kaniuka 《Journal of Educational Change》2012,13(3):327-346

As the concept of distributed leadership and its concomitant organizational structures become more prevalent in schools, studying how teacher capacity can be enhanced and can be used as a catalyst for reform is important. This article documents the nature of how the implementation of a research-validated reform influenced what teachers thought about their own teaching, student achievement, and expectations. A case study approach documented the experiences of elementary school teachers in a high poverty, historically low-performing elementary school as they implemented a researched-validated instructional reform targeting the most at-risk students in the school. The teachers experienced significant professional growth that encompassed self-doubt, resistance, acceptance, and finally advocacy. Implications for the practices that define educational leadership and school improvement are discussed in light of how successful reform can improve teacher capacity.  相似文献   

Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?     

Stefan Johansson  Rolf Strietholt  Monica Rosén  Eva Myrberg 《School Effectiveness & School Improvement》2013,24(3):394-407

The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice.  相似文献   

Students' Argumentative Writing Skills in Science and First-Language Education: Commonalities and differences     

Patricia Heitmann  Martin Hecht  Julia Schwanewedel  Stefan Schipolowski 《International Journal of Science Education》2013,35(18):3148-3170

The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by comparing it with a rather general type of argumentation as promoted in first-language education and with formal reasoning to gain insight into different forms of argumentation on theoretical and empirical levels. Using a paper-and-pencil test, we analyzed written argumentations and the reasoning abilities of 3,274 Grade-10 students in German secondary schools. Correlation and multiple regression analyses as well as a qualitative analysis of students' answers to a subset of tasks in the domains of science and first-language education were conducted. Results showed moderate relations between argumentation in science, argumentation in first-language education, and reasoning. Half of the variance in argumentation in science was explained by individual differences in argumentation in first-language education and reasoning. Furthermore, the examination of written arguments revealed differences, for example, in students' weighing of pros and cons. We assume that the familiarity of the underlying scientific information may play an essential role in the argumentation process and posit that it needs to be investigated in more detail. Overall, the study indicates that investigating the argumentational abilities of learners in first-language education and reasoning abilities can help to shed light on the domain-specificity of argumentation in science.  相似文献   

No child,no school,no state left behind: schooling in the age of accountability 1     

Stefan Thomas Hopmann 《课程研究杂志》2013,45(4):417-456

Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained ‘constitutional mind‐sets’, i.e. diverse cultures of conceptualizing the relation between the public and its institutions.  相似文献   

Formal Teacher Competence and its Effect on Pupil Reading Achievement     

Stefan Johansson  Eva Myrberg  Monica Rosén 《Scandinavian Journal of Educational Research》2013,57(5):564-582

The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.  相似文献   

The Development of Word‐decoding Skills in Young Readers     

Stefan Samuelsson  Stefan Gustafson  Jerker Rönnberg 《Scandinavian Journal of Educational Research》2013,57(4):325-332

Most of the research on the acquisition of word‐decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word‐decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic‐decoding strategy. As such, these findings have helped to generalize models of the acquisition of word‐decoding skills to reading comprehension.  相似文献   

How Simple is the Simple View of Reading?     

Stefan Gustafson  Christina Samuelsson  Ellinor Johansson  Julia Wallmann 《Scandinavian Journal of Educational Research》2013,57(3):292-308

According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability.  相似文献