Effects of grade retention on achievement and self-concept in science and mathematics     

Timo Ehmke  Barbara Drechsel  Claus H. Carstensen 《Studies in Educational Evaluation》2010,36(1-2):27-35

The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.  相似文献   

What knowledge for a reinforced citizenship in the United States of America?     

Richard G. Niemi  Jane Junn 《Prospects》1996,26(4):663-672

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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   

STUDENTS’ COMPETENCIES IN WORKING WITH FUNCTIONS IN SECONDARY MATHEMATICS EDUCATION—EMPIRICAL EXAMINATION OF A COMPETENCE STRUCTURE MODEL     

Renate Nitsch  Anneke Fredebohm  Regina Bruder  Augustin Kelava  Dominik Naccarella  Timo Leuders  Markus Wirtz 《International Journal of Science and Mathematics Education》2015,13(3):657-682

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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   

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention,and mainstream instruction     

Nina L. Saine  Marja-Kristiina Lerkkanen  Timo Ahonen  Asko Tolvanen  Heikki Lyytinen 《Learning and individual differences》2010,20(5):402-414

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.  相似文献   

Special support and neighbourhood school allocation in Finland: a study on parental school choice     

Sonia Lempinen  Anna-Maija Niemi 《欧洲特需教育杂志》2018,33(1):102-117

Although freedom of parental school choice has expanded to the Finnish education system, the government has maintained the principle of neighbourhood school allocation. Moreover, the Finnish education system has recently undergone a reform of its special needs education; all pupils are entitled to receive support in three categories of general, intensified or special. The focus of this article is to examine parental positions on school choices in relation to the parents’ social class and their children’s support needs in basic education. The results of the study are based on a quantitative questionnaire, which collected responses from 208 participants drawn primarily from four different municipalities in Finland. The study found that the category of a child’s support, rather than the socio-economic class of the parents, determined the child’s school allocations. Furthermore, the more support the parents felt their children needed, the more importance they placed on special education practices and less on the neighbourhood school allocation. In addition, the parents’ opinions were found to differ based on social class, rather than category of support. In conclusion, we argue that the social segregation of students with special educational needs can be avoided, if the principle of neighbourhood school allocation is preserved.  相似文献