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Several researchers emphasize the role of the writer’s topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation model by initiating macro-strategies. In order to examine whether the provision of interactive learning questions during studying source texts leads to better results in academic writing both writing process and performance of a group supported by interactive learning questions was compared to a study-only group which read the source texts without learning questions. Results revealed that students provided with interactive learning questions wrote longer essays and spend significantly more time prewriting and writing/revising their essays than did the students of the study-only group. Studying source texts with learning questions resulted in text products of better readability and partly better accuracy and coverage of content. These findings suggest that engaging students in answering learning questions when reading source texts can positively affect both writing process and performance. 相似文献
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Eija Pakarinen Marja-Kristiina Lerkkanen Jaana Viljaranta Antje von Suchodoletz 《Child development》2021,92(1):388-407
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre-academic skills. Cross-lagged path models indicated that teacher-perceived conflict predicted lower interest and pre-academic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed. 相似文献
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Antje von Suchodoletz Steinunn Gestsdottir Shannon B. Wanless Megan M. McClelland Freyja Birgisdottir Catherine Gunzenhauser Hrafnhildur Ragnarsdottir 《Early childhood research quarterly》2013
The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children's behavioral self-regulation, and explored relations between the HTKS and a teacher report of behavioral self-regulation (the Child Behavior Rating Scale; CBRS) and emerging academic skills. Findings supported the construct validity of the HTKS when used with young German and Icelandic children. Multilevel analyses revealed gender differences, particularly on the CBRS teacher-rated measure. Finally, higher levels of behavioral self-regulation were related to higher academic skills after important background variables were controlled, although some cross-cultural differences in the predictive utility of the HTKS and CBRS were observed. Overall, these results extend prior psychometric work on the HTKS to samples of young European children and support the importance of understanding of the role behavioral self-regulation in young children's development. 相似文献
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Antje Barabasch 《Studies in Continuing Education》2013,35(1):99-103
This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable difficulties both in relation to student motivation and our ability to engage the students. By comparing our observations and experiences with adult learning theory, and considering them in relation to economic structural change, we aim to raise issues that would benefit others. The main results of this study are that: (1) under the condition of structural change studying seemed to be externally motivated; (2) specialized work experience may have hindered self-direction in the acquisition of an academic orientation and skills; and (3) a transformation in student perspective, leading to perceiving the education provided as an opportunity, would have been required but was seldom observed. 相似文献
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Antje Barabasch 《International Journal of Lifelong Education》2013,32(4):468-481
ABSTRACTRecent developments in Europe show that policymakers acknowledge the role of qualitative research in evidence building. A number of qualitative research studies, including narrative inquiry, have been contracted out to gather information into selected policy issues. The management of career transitions and lifelong learning has become a focus of research and policy interest in many countries. Based on the findings of two Cedefop studies, which included the collection of narrative interviews among mid-career adults in several European countries, this article argues in favour of narrative inquiry as a tool to inform policymakers and influences policies, for example in the field of career guidance and counselling and lifelong learning. A selection of narratives is provided as an example to show how unique situated knowledge within the context of mid-career adults’ life is influenced by existing policies or implies that policies need to be changed. By providing snapshots of the findings from these two studies and exemplify their informative value for policy, the article advocates for the usefulness of narrative inquiry. The presentation of qualitative data humanises the commonly found statistical representations of individuals’ life circumstances and enables imagination and meaning making. 相似文献
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Antje Stache 《Sportwissenschaft》2005,35(2):233-237
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Antje Rothe Michael Urban Rolf Werning 《Early Years: An International Journal of Research and Development》2014,34(4):364-376
Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures. 相似文献
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Antje Proske Rod D. Roscoe Danielle S. McNamara 《Educational technology research and development : ETR & D》2014,62(5):481-505
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training. 相似文献
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German Journal of Exercise and Sport Research - 相似文献