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51.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献
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Thomas Hillman Annika Bergviken Rensfeldt Jonas Ivarsson 《Learning, Media and Technology》2020,45(1):7-16
ABSTRACTSweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms. Considering the increasingly central role that digital platforms play in the practices of schooling, this article speculates on what might happen during the 2020s in highly decentralised school systems like Sweden’s. Based on current trends in education, directions indicated by platformisation in other contexts and taking a critical speculative approach, it offers a discussion of what could happen to the practices of schooling and the public mission of education. This discussion is intended to raise important questions for researchers, educators and policy makers to consider as the platformisation of schooling unfolds. 相似文献
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Annika Manni Christina Ottander Karin Sporre 《Journal of Adventure Education & Outdoor Learning》2017,17(2):108-121
This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes. 相似文献
54.
Elizabeth A. Simpson Krisztina V. Jakobsen Fabrice Damon Stephen J. Suomi Pier F. Ferrari Annika Paukner 《Child development》2017,88(1):103-113
In visually complex environments, numerous items compete for attention. Infants may exhibit attentional efficiency—privileged detection, attention capture, and holding—for face‐like stimuli. However, it remains unknown when these biases develop and what role, if any, experience plays in this emerging skill. Here, nursery‐reared infant macaques' (Macaca mulatta; n = 10) attention to faces in 10‐item arrays of nonfaces was measured using eye tracking. With limited face experience, 3‐week‐old monkeys were more likely to detect faces and looked longer at faces compared to nonfaces, suggesting a robust face detection system. By 3 months, after peer exposure, infants looked faster to conspecific faces but not heterospecific faces, suggesting an own‐species bias in face attention capture, consistent with perceptual attunement. 相似文献
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56.
Ralph Depke Gregor Engels Katharina Mehner Stefan Sauer und Annika Wagner 《Informatik - Forschung und Entwicklung》1999,14(2):83-94
Zusammenfassung. Multimedia-Anwendungen sind interaktive Softwaresysteme und verlangen als solche, mit softwaretechnischen Methoden erstellt
zu werden. Sie werden heutzutage in der Regel mit Hilfe von Autorensystemen entwickelt, die eine Ad-hoc-Entwicklung auf Implementierungsniveau
unterstützen. Hierdurch und wegen des Fehlens etablierter Vorgehensmodelle für die Multimedia-Softwareentwicklung reduziert
sich der Multimedia-Entwicklungsproze? auf die Implementierungsphase. Dies führt zu den in der Softwaretechnik bekannten Problemen
wie mangelnder Konzeption und fehlender Dokumentation. Wir stellen in diesem Beitrag ein Vorgehensmodell für die Entwicklung
von Multimedia-Anwendungen vor, in dessen Mittelpunkt eine Analyse- und Entwurfsphase im Hinblick auf eine Implementierung
der Multimedia-Anwendung mit einem Autorensystem stehen. Ausgehend von einem frameworkbasierten Analysemodell der Anwendung
und einem Modell der Realisierungsm?glichkeiten mit einem konkreten Autorensystem wird systematisch ein Implementierungsmodell
auf Instanzebene abgeleitet, das als Eingabe für das Autorensystem verwendet wird. Das postulierte Vorgehensmodell wird exemplarisch
für das Autorensystem Director am Beispiel der Dom?ne multimedialer Lehr-/Lernanwendungen erl?utert.
Eingegangen am 2. November 1998 / Angenommen am 18. M?rz 1999 相似文献
57.
Oerke Britta McElvany Nele Ohle-Peters Annika Horz Holger Ullrich Mark 《European Journal of Psychology of Education - EJPE》2019,34(2):375-395
European Journal of Psychology of Education - Reading texts with instructional pictures (text-picture integration) is a key component of students’ learning processes in most school subjects,... 相似文献
58.
Annika Andersson 《Journal of Vocational Education & Training》2016,68(2):245-262
To prepare emergency response organisations for collaborative work in unpredictable and dynamic situations, various types of exercises are widely used. Still, our knowledge of collaboration exercises with emergency response students is limited. This study aimed to contribute to this field by exploring boundaries that emerged between collaborating organisations in exercise activities and how these boundaries could be understood for learning. Drawing on the Akkerman and Bakker framework of boundaries as learning mechanisms, this study explored an exercise, including full-scale scenarios and seminars with students from the police, ambulance and rescue services education in Sweden. Thematic analysis of interviews and observations illustrated boundaries that emerged regarding vocabulary, prioritisation, roles, knowledge gaps and overlapping responsibilities across organisations. Rather than dissolving boundaries, this article suggests that boundaries can be utilised in exercises to support the students to contextualise their knowledge in relation to the demands of collaborative work. The concepts boundary work and boundary awareness were suggested to capture more generally the dynamics of learning in exercise contexts. 相似文献
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Annika Lantz-Andersson 《Education and Information Technologies》2018,23(2):705-724
The aim of this study is to gain insights into students’ language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students’ linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school. 相似文献