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1.
Dr. E. Dominique Klein Mirko Krüger Dr. Svenja M. Kühn Prof. Dr. Isabell van Ackeren 《Zeitschrift für Erziehungswissenschaft》2014,17(1):7-33
Statewide exit exams have become a central governance instrument at the end of secondary schooling in Germany. In the article, the current state of research in Germany is systematized from an international comparative perspective in relation to intended and unintended effects. Findings regarding state exam policies and effects at the school and instructional level are presented as an interim report on a comparably young field of research. The findings show differences by states, subjects and courses which suggest that there is no general effect of statewide exams. In this context, future research should account for the heterogeneity of exam procedures to a greater degree. 相似文献
2.
Mirko Krüger 《Sportwissenschaft》2018,48(3):415-427
An assessment of attitudes toward language awareness in physical education classes offers the possibility to evaluate learning and teaching opportunities related to this topic offered at universities. However, valid research instruments for this undertaking are currently lacking. The present article reports on the development and validation of a questionnaire for assessing attitudes toward language awareness in sports classes (“Erfassung von Einstellungen zur Sprachbildung im Sportunterricht,” ESBiS). A validation study of the ESBiS included N?=?254 student physical education teachers, 37.8% female, mean age 22.16 years, standard deviation 2.74 years. Explorative factor analysis identified a five-factor structure with the ESBiS factors linguistic goal and performance transparency, promotion of writing, language-corrective feedback, use of scaffolding, and advancement of technical vocabulary. The analyses indicate good factorial validity and reliability of the individual scales. The ESBiS factors can be satisfactorily modelled using confirmatory factor analyses. The ESBiS instrument thus demonstrates good psychometric quality. Furthermore, in some instances, very low positive correlations of the ESBiS factors with the validation criterion of multicultural attitudes could be shown. Additionally, correlation analyses with individual characteristics of the student physical education teachers showed that the developed instrument has sensitivity and discriminatory ability. 相似文献
3.
Recommender systems learn from historical users’ feedback that is often non-uniformly distributed across items. As a consequence, these systems may end up suggesting popular items more than niche items progressively, even when the latter would be of interest for users. This can hamper several core qualities of the recommended lists (e.g., novelty, coverage, diversity), impacting on the future success of the underlying platform itself. In this paper, we formalize two novel metrics that quantify how much a recommender system equally treats items along the popularity tail. The first one encourages equal probability of being recommended across items, while the second one encourages true positive rates for items to be equal. We characterize the recommendations of representative algorithms by means of the proposed metrics, and we show that the item probability of being recommended and the item true positive rate are biased against the item popularity. To promote a more equal treatment of items along the popularity tail, we propose an in-processing approach aimed at minimizing the biased correlation between user-item relevance and item popularity. Extensive experiments show that, with small losses in accuracy, our popularity-mitigation approach leads to important gains in beyond-accuracy recommendation quality. 相似文献
4.
The explicit topological formulation of dynamic equations in terms of scalar functions for RM (M-memristor) networks, called the anti-Lagrangian equations, is introduced. In general, two scalar functions are needed to set the anti-Lagrangian equations. The differential operators acting on these functions bear a certain anti-symmetry relationship with respect to the operators occuring in the standard Lagrangian equations for LC networks. The well-known stationary principles for pure R networks, as well as new quasi-stationary principles for pure M networks are shown to emerge naturally from anti-Lagrangian equations. The form of transformation of variables leaving the form of equations invariant is also studied. 相似文献
5.
Mirko Conrad Ines Fey Matthias Grochtmann und Torsten Klein 《Informatik - Forschung und Entwicklung》2005,20(1-2):3-10
Steigende Softwareumf?nge und die damit einhergehende Komplexit?tssteigerung erfordern neue Herangehensweisen an die Entwicklung
eingebetteter Fahrzeugsoftware. Als Reaktion auf diese Herausforderungen vollzieht sich seit einigen Jahren ein Paradigmenwechsel
von der klassischen Programmentwicklung hin zu modellbasierten Techniken. Der Beitrag gibt einen überblick über den Einsatz
modellbasierter Entwicklungstechniken bei DaimlerChrysler und zeigt aktuelle Forschungsschwerpunkte auf.
The growing amount of software and attendant rise in complexity demand new approaches to the development of embedded vehicle
software. For some years now, a paradigm change from classical program development to model-based techniques has been taking
place in reaction to these challenges. This paper provides an overview of the application of model-based development techniques
at DaimlerChrysler and presents the main foci of current research.
CR Subject Classification D.2.1,D.2.2,D.2.3,D.2.5,D.2.10,I.6.4,I.6.5 相似文献
6.
Mirko Maracci Claire Cazes Fabrice Vandebrouck Maria Alessandra Mariotti 《Educational Studies in Mathematics》2013,84(3):461-485
Mathematics education as a research domain is characterized by a plurality of theoretical approaches. Acknowledging the existence of such diversity and the risks of an excessive theoretical fragmentation does not mean to search for a unifying theory but to urge the community to develop strategies for coping with this diversity. This article is meant to show the potential of a “cross-analysis” methodology for establishing connections between different theoretical approaches to mathematics education with technology. Within the frame of the ReMath European Project, two Teaching Experiments were realized, centred on the use of a same ICT tool—Casyopée. Two distinct theoretical approaches shaped both the Teaching Experiments design and their enactments: the Theory of Didactical Situations and the Theory of Semiotic Mediation. The two Teaching Experiments have then been analysed from both theoretical points of view. In this article we will provide some examples drawn from this cross-analysis that show the synergy which can be established between the aforementioned theoretical approaches. Beyond contributing to a deeper understanding of the observed “didactical phenomena”, that synergy allows establishing connections between the two approaches that lead to their reciprocal enrichment. 相似文献
7.
The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, Reading, Presenting, and Questioning (RPQ), Experimenting and Discussion (ED), and Traditional Methods (TM), on increasing students' level of scientific thinking. The data of a one-semester-long senior high-school project indicate that, for the LCTSR: (a) the RPQ group (n?=?91) achieved effect-sizes d?=?0.30 and (b) the ED group (n = 85) attained effect-sizes d?=?0.64. These methods have shown that the Piagetian and Vygotskian visions on learning and teaching can go hand in hand and as such achieve respectable results. To do so, it is important to challenge the students and thus encourage the shift towards higher levels of reasoning. This aim is facilitated through class management which recognizes the importance of collaborative learning. Carrying out Vygotsky's original intention to use teaching to promote cognitive development as well as subject concepts, this research has shown that it is better to have students experience cognitive conflict from directly observed experiments than by reflecting on reported experience from popularization papers or writings found on the internet. 相似文献
8.
This study examines whether the assumptions of the Transtheoretical Model (TTM) are useful to evaluate the effectiveness of a school‐based stress prevention programme in adolescence to promote appropriate coping behaviour. The TTM assumes three consecutive phases in the adoption of behavioural patterns. Progress throughout the phases is promoted by three developmental determinants. It, therefore, was expected that programme participation is associated with a progression throughout the phases and with a change in the developmental determinants. Of 372 adolescents, aged between 13 and 16 years, 190 participated in a control condition and 182 in a stress prevention programme. Measurements were taken a week before (pre‐test), a week after (post‐test) and 12 weeks after the training (follow‐up‐test). Results indicated that adolescents in different phases of behaviour change report different numbers of stress symptoms. Programme participation is associated with a progression in phases which, however, was not stable after the programme had run its course. Besides this, adolescents in different phases benefit from participation differentially as different patterns of changes in the developmental determinants show. A systematic promotion in the different phases of behavioural change by integrating TTM‐tailored ‘tools’ into a stress management programme may improve participants’ intention and competence to actually show appropriate coping behaviour. 相似文献
9.
Associations are usually assumed to have only a predictive directionality, from Event 1 (E1) to Event 2 (E2). However, this unidirectionality, if it really exists, could be specific to the use of conditioned responses as the index of learning (i.e., conditioned responses are ordinarily elicited only when a conditioned stimulus [CS] predicts an unconditioned stimulus [US]). The present research used neutral stimuli, devoid of CS-US directionality, in order to test whether the underlying associative mechanism was unidirectional in nature. We used colors and figures as E1s and E2s. In Experiment 1, human subjects saw the events in the E1→E2 direction during training. In theconsistent group, the same E1 was always followed by the same E2; in theinconsistent group, E1s and E2s were paired randomly. In a subsequent test phase, we presented an E2 and subjects had to judge whether a particular E1 was associated with it. The judgments of the consistent group were higher than those of the inconsistent group, thereby suggesting that the association that the consistent subjects had learned was bidirectional. Experiments 2 and 3 confirmed the results of Experiment 1 while controlling for some alternative interpretations based on the representation-mediated formation of associations. 相似文献
10.
Mirko Krüger 《Measurement in physical education and exercise science》2019,23(1):28-38
This study aimed to develop and psychometrically evaluate a self-report instrument to assess attitudes and self-efficacy of Physical Education (PE) preservice teachers toward teaching linguistically and culturally diverse PE classes. An 18-item instrument was developed for the initial tests. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted on two independent samples of PE preservice teachers (nefa = 254; ncfa = 183). The EFA revealed a four-factor structure: attitudes toward multilingualism, attitudes toward linguistic simplification, language awareness in lesson planning, and self-efficacy to teach culturally diverse classes. The reliability scores for the four factors range from .61 to .76. CFA showed that the constructs demonstrated a good fit to the model (S-B Bχ2(48, 183) = 70.40, p = .02, robust RMSEA = .05, robust CFI = .94), confirming the construct validity with high-dimensional factor loadings (ranging from .54 to .94). Discriminant validity was revealed through correlational analysis. 相似文献