Filling in the gaps: European governance,the open method of coordination and the European Commission     

Manuel Souto‐Otero  Timo Fleckenstein  Rod Dacombe 《教育政策杂志》2013,28(3):231-249

The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area.  相似文献   

Introduction to the Special Issue     

Eva L. Baker  David Niemi 《Educational Assessment》2013,18(3-4):175-177

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Evaluating the Power of Latent Growth Curve Models to Detect Individual Differences in Change     

Christopher Hertzog  Timo von Oertzen  Paolo Ghisletta  Ulman Lindenberger 《Structural equation modeling》2013,20(4):541-563

We evaluated the statistical power of single-indicator latent growth curve models to detect individual differences in change (variances of latent slopes) as a function of sample size, number of longitudinal measurement occasions, and growth curve reliability. We recommend the 2 degree-of-freedom generalized test assessing loss of fit when both slope-related random effects, the slope variance and intercept-slope covariance, are fixed to 0. Statistical power to detect individual differences in change is low to moderate unless the residual error variance is low, sample size is large, and there are more than four measurement occasions. The generalized test has greater power than a specific test isolating the hypothesis of zero slope variance, except when the true slope variance is close to 0, and has uniformly superior power to a Wald test based on the estimated slope variance.  相似文献   

Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3     

Tiina Turunen  Noona Kiuru  Elisa Poskiparta  Pekka Niemi  Jari-Erik Nurmi 《Scientific Studies of Reading》2013,17(2):161-177

ABSTRACT

School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying.  相似文献   

Change agency as a way of promoting pedagogical development in academic communities: a longitudinal study     

Maria Clavert  Erika Löfström  Hannele Niemi  Anne Nevgi 《Teaching in Higher Education》2013,18(8):945-962

ABSTRACT

In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.  相似文献   

Profiles of competence development in mathematics and reading in early secondary education     

Freund  Micha-Josia  Gnambs  Timo  Lockl  Kathrin  Wolter  Ilka 《European Journal of Psychology of Education - EJPE》2022,37(4):1015-1034

This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.

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Gender and career optimism—The effects of gender‐specific perceptions of lecturer support,career barriers and self‐efficacy on career optimism     

Stephanie C. Aymans  Timo Kortsch  Simone Kauffeld 《Higher Education Quarterly》2020,74(3):273-289

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism.  相似文献   

The improvement of student teachers’ instructional quality during a 15-week field experience: a latent multimethod change analysis     

Peter Holtz  Timo Gnambs 《Higher Education》2017,74(4):669-685

Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school across three rating sources: the student teachers themselves, their students, and their mentors (experienced teachers). A latent multimethod change analysis identified a significant increase in instructional quality during the practice semester. However, ratings from the three informant groups only marginally converged.  相似文献   

Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction     

Niemi P  Nurmi JE  Lyyra AL  Lerkkanen MK  Lepola J  Poskiparta E  Poikkeus AM 《Journal of learning disabilities》2011,44(5):459-471

Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems.  相似文献   

Three-dimensional printed millifluidic devices for zebrafish embryo tests     

Feng Zhu  Joanna Skommer  Niall P. Macdonald  Timo Friedrich  Jan Kaslin  Donald Wlodkowic 《Biomicrofluidics》2015,9(4)

Implementations of Lab-on-a-Chip technologies for in-situ analysis of small model organisms and embryos (both invertebrate and vertebrate) are attracting an increasing interest. A significant hurdle to widespread applications of microfluidic and millifluidic devices for in-situ analysis of small model organisms is the access to expensive clean room facilities and complex microfabrication technologies. Furthermore, these resources require significant investments and engineering know-how. For example, poly(dimethylsiloxane) soft lithography is still largely unattainable to the gross majority of biomedical laboratories willing to pursue development of chip-based platforms. They often turn instead to readily available but inferior classical solutions. We refer to this phenomenon as workshop-to-bench gap of bioengineering science. To tackle the above issues, we examined the capabilities of commercially available Multi-Jet Modelling (MJM) and Stereolithography (SLA) systems for low volume fabrication of optical-grade millifluidic devices designed for culture and biotests performed on millimetre-sized specimens such as zebrafish embryos. The selected 3D printing technologies spanned a range from affordable personal desktop systems to high-end professional printers. The main motivation of our work was to pave the way for off-the-shelf and user-friendly 3D printing methods in order to rapidly and inexpensively build optical-grade millifluidic devices for customized studies on small model organisms. Compared with other rapid prototyping technologies such as soft lithography and infrared laser micromachining in poly(methyl methacrylate), we demonstrate that selected SLA technologies can achieve user-friendly and rapid production of prototypes, superior feature reproduction quality, and comparable levels of optical transparency. A caution need to be, however, exercised as majority of tested SLA and MJM resins were found toxic and caused significant developmental abnormalities in zebrafish embryos. Taken together, our data demonstrate that SLA technologies can be used for rapid and accurate production of devices for biomedical research. However, polymer biotoxicity needs to be carefully evaluated.  相似文献