Accreditation,the Bologna Process and National Reactions: Accreditation as Concept and Action     

Taina Saarinen  Timo Ala‐Vähälä 《Higher Education in Europe》2007,32(4):333-345

This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?  相似文献   

Walls come tumbling down     

Timo HANNAY 《Learned Publishing》2009,22(2):153-154

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Lesson planning and the student teacher: re‐thinking the dominant model     

Sirkka Ahonen 《课程研究杂志》2013,45(4):483-493

The idea of free, universal basic education has been corrupted by neo-liberalism. As the language of economics takes over much of the policy discourse around schooling, school systems are being converted into marketplaces, where schools compete for students and resources. Some studies have reported that this 'marketization' has created or exacerbated socio-economic segregation within the common school; but the curriculum is also affected by the market. Such developments raise important questions!  相似文献   

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade     

Riikka Heikkilä  Mikko Aro  Vesa Närhi  Jari Westerholm  Timo Ahonen 《Scientific Studies of Reading》2013,17(6):398-414

Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect.  相似文献   

Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills     

Novita  Shally  Lockl  Kathrin  Gnambs  Timo 《European Journal of Psychology of Education - EJPE》2022,37(4):993-1013

European Journal of Psychology of Education - Reading comprehension in bilingual children depends on the extent to which each language is used in daily life. To date, most bilingual studies have...  相似文献   

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence     

Sari Fröjd  Vesa Saaristo  Timo Ståhl 《School Leadership & Management》2014,34(5):470-480

Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.  相似文献   

Zero dynamics and funnel control for linear electrical circuits     

Thomas Berger  Timo Reis 《Journal of The Franklin Institute》2014

We consider electrical circuits containing linear resistances, capacitances and inductances. The circuits can be described by differential-algebraic input–output systems, where the input consists of voltages of voltage sources and currents of current sources and the output consists of currents of voltage sources and voltages of current sources. We generalize a characterization of asymptotic stability of the circuit and give sufficient topological criteria for its invariant zeros being located in the open left half-plane. We show that asymptotic stability of the zero dynamics can be characterized by means of the interconnectivity of the circuit and that it implies that the circuit is high-gain stabilizable with any positive high-gain factor. Thereafter we consider the output regulation problem for electrical circuits by funnel control. We show that for circuits with asymptotically stable zero dynamics, the funnel controller achieves tracking of a class of reference signals within a pre-specified funnel; this means in particular that the transient behavior of the output error can be prescribed and the funnel controller does neither incorporate any internal model for the reference signals nor any identification mechanism, it is simple in its design. The results are illustrated by a simulation of a discretized transmission line.  相似文献   

Testing patent value indicators on directly observed patent value—An empirical analysis of Ocean Tomo patent auctions     

Timo Fischer  Jan Leidinger 《Research Policy》2014

The valuation of patents is an important, albeit challenging task. Extant research to identify patent value indicators has so far relied on expert estimates of patent value, exploited patent renewal data, or depended on more indirect measures of patent value. Recently, specialized market places for patent transactions have emerged that allow us for the first time to directly observe patent's private value. One of the most prominent market places for patents is Ocean Tomo, a platform that offers periodical patent auctions. We make use of this auction data to empirically test predictions on patent value identifiers on real-world auction prices. We find empirical support for forward citations and the patent's family size; however, both indicators explain only a small variance in patent value. In contrast, our full model explains a large share of variance, making us optimistic that with increased directly observed patent value, such models can be useful tools in patent valuation.  相似文献   

Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments     

Cuellar  Edwin  Partchev  Ivailo  Zwitser  Robert  Bechger  Timo 《Educational Assessment, Evaluation and Accountability》2021,33(1):9-25

International large-scale assessment in education aims to compare educational achievement across many countries. Differences between countries in language, culture, and education give rise to differential item functioning (DIF). For many decades, DIF has been regarded as a nuisance and a threat to validity. In this paper, we take a different stance and argue that DIF holds essential information about the differences between countries. To uncover this information, we explore the use of multivariate analysis techniques as ways to analyze DIF emphasizing visualization. PISA 2012 data are used for illustration.

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Grade retention and academic self-concept: A multilevel analysis of the effects of schools’ retention composition     

Timo Van Canegem  Mieke Van Houtte  Jannick Demanet 《British Educational Research Journal》2021,47(5):1340-1360

Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention research by accounting for schools’ retention composition. Based on reference group theory, the effect of grade retention composition on academic self-concept is expected to be twofold. Normative reference grouping leads to the assumption that students in high retention composition schools will exhibit lower levels of academic self-concept, because retainees’ values are more likely to spread across all students within the same school. Comparative reference grouping might lead to a moderation effect of retention composition on the relationship between grade retention and academic self-concept. Multilevel analyses on International Study of City Youth data, consisting of 2,354 students in 30 secondary schools in Ghent (Flanders), revealed a negative association between grade retention and academic self-concept, which was mediated by sense of belonging. Students in high retention composition schools had a significantly lower academic self-concept. The impact of being retained on academic self-concept is not affected by the number of retainees within a given context. Implications are discussed.  相似文献