Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance     

Saskia Kistner  Katrin Rakoczy  Barbara Otto  Charlotte Dignath-van Ewijk  Gerhard Büttner  Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.  相似文献   

Introduction: The midway point of the UN Decade of Education for Sustainable Development: current research and practice in ESD     

Gerhard de Haan  Inka Bormann  Alexander Leicht 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,34(3):199-206

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Good News Tonight     

Gerhard Friedrich 《The Educational forum》2013,77(3)

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ISHMAEL IN THE SOUTH SEA ISLANDS     

Gerhard Friedrich 《The Educational forum》2013,77(3)

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Lower Level Mediation Effect Analysis in Two-Level Studies: A Note on a Multilevel Structural Equation Modeling Approach     

Tenko Raykov  Gerhard Mels 《Structural equation modeling》2013,20(4):636-648

This article presents a didactic discussion of a multilevel covariance structure modeling approach to estimation of lowest level mediation effect indexes in two-level studies. The procedure is useful when addressing questions about relations among total and indirect effects between variables of interest while accounting for the hierarchical structure of analyzed data. The discussed method also permits interval estimation and hypothesis tests with respect to related quantities of relevance when evaluating mediated effects with clustered data, and is illustrated on a two-level data set.  相似文献   

Using LISREL to Fit Nonlinear Latent Curve Models     

Shelley A. Blozis  Jeffrey R. Harring  Gerhard Mels 《Structural equation modeling》2013,20(2):346-369

Latent curve models offer a flexible approach to the study of longitudinal data when the form of change in a response is nonlinear. This article considers such models that are conditionally linear with regard to the random coefficients at the 2nd level. This framework allows fixed parameters to enter a model linearly or nonlinearly, and random coefficients at the 2nd level may only enter linearly. Beginning with LISREL 8.80 for Windows, such models can be fitted, giving users greater flexibility in model specification. An example with LISREL syntax is provided.  相似文献   

Top-down and bottom-up approaches to improve educational quality: their intended and unintended consequences     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(1):1-4

Educational Assessment, Evaluation and Accountability -  相似文献   

For a better understanding of causality     

Alexander Gebharter  Gerhard Schurz 《Metascience》2012,21(3):643-648

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Robuste Indizes für Projection Pursuit     

Tobias Rohatsch  Gerhard P?ppel  Heinrich Werner 《Informatik - Forschung und Entwicklung》2002,4(1):53-59

Die moderne und hoch komplexe Fertigung, z.B. in der Halbleiterindustrie, erfordert für die dabei anfallenden Messdaten der Anlagen- bzw. Prozessparameter multivariate Analysemethoden. Eine dieser m?glichen Analysemethoden ist Projection Pursuit (PP). Dieses Verfahren ist durch geschickte Wahl des so genannten Projektionsindex in der Lage, verschiedenste Datencharakteristika zu detektieren und diese auf anschauliche Weise zu visualisieren. Bei den Projektionsindizes handelt es sich um Funktionen, die eine Projektion auf unterschiedliche Merkmale hin bewerten und dabei jeder Projektion einen Funktionswert zuweisen. Dieser Funktionswert spiegelt die Aussagekraft der Projektion (in Abh?ngigkeit vom verwendeten Index) wider. Die Auswahl bzw. der Aufbau dieser Indizes ist hierbei von entscheidender Bedeutung. Alle hier vorgestellten Indizes zeichnen sich vor allem durch ihren robusten Charakter gegenüber durch Ausrei?er kontaminierte Daten, wie sie in realen Datenszenarien vorkommen, aus. Die durch Anwendung dieser Indizes gewonnenen Einblicke in die komplexe Struktur der Daten erm?glichen es, hochdimensionale Parameterabweichungen und komplexe Zusammenh?nge innerhalb der Daten zu finden.  相似文献   

Die Bedeutung von Handlungskonzepten für die Interpretation sportpädagogischer Prozesse     

Gerhard Kaminski 《Sportwissenschaft》1979,9(1):9-28

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