Information and announcements     

K. L. Sebastian 《Resonance》2017,22(11):1099-1102

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Are there differences in ethnic majority and minority adolescents’ friendships preferences and social influence with regard to their academic achievement?     

Tobias H. Stark  Lars Leszczensky  Sebastian Pink 《Zeitschrift für Erziehungswissenschaft》2017,20(3):475-498

Research has established that adolescents both befriend peers based on their academic achievement and adjust their own achievement to that of their friends’ over time. However, these processes may be different for ethnic minority students, because some of them may adhere to an oppositional culture that rejects striving for academic success. We examine respective differences between self-identified ethnic minority and majority students using longitudinal social network analysis (stochastic actor-oriented models) in a sample of 1175 students (aged 13) from 12 grade-level networks in Germany secondary schools. Among the students, we find that academically successful students in particular prefer friends with high grades, but that students with poor grades exert more social influence on their friends to adjust their performance. Moreover, while minority students are indeed less inclined to select friends with higher grades, both ethnic majority and minority youth prefer friends with similar academic achievement and are similarly influenced by their friends’ achievement. However, social influence is stronger from same-ethnic than from inter-ethnic friends. In sum, there is mixed evidence for an oppositional culture among ethnic minority students in our sample.  相似文献   

International fieldschool reciprocity: using a whole-of-university approach to create positive change in Northern Uganda     

Paul G. Munro  James T. Dhizaala  Stella Apecu Laloyo  Sebastian Oguti Oswin  Sarah Walker 《高等教育研究与发展》2019,38(7):1461-1474

ABSTRACT

International fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term.  相似文献   

THE PUBLIC'S RESPONSIBILITY TO PROMOTE EXCELLENCE     

Sebastian Coe 《High Ability Studies》1991,1(1):7-10

Despite the many systems — political, social and cultural — in the world, achieving excellence is a common goal. It should not be confused with elitism or simply success, but involves experts, leaders, even heroes: people who set standards and serve as examples to others, in sport, the arts, business, technology. The pursuit of excellence provides motivation; it sets targets and goals, not only for nations but also for personal development. The crucial issue is that of how a society can ensure that all citizens have the chance to fulfil their potentials. What is needed is an environment in which excellence can flourish through provision of incentives, tools and equipment, teaching and support. In all of this, education plays a vital role. It must provide an appropriate climate of challenge, the necessary resources, opportunities for assessment and stocktaking and, finally, competition.  相似文献   

Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers     

Dreher  Anika  Kuntze  Sebastian  Lerman  Stephen 《International Journal of Science and Mathematics Education》2015,14(2):363-382

Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.

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More is not always better: Effects of collaboration breadth and depth on radical and incremental innovation performance at the project level     

Sebastian Kobarg  Jutta Stumpf-Wollersheim  Isabell M. Welpe 《Research Policy》2019,48(1):1-10

This study investigates the effect of project-level collaboration breadth (i.e., the number of collaboration partner types) and collaboration depth (i.e., the intensity of the interactions with these partners) on the incremental and radical innovation performance of innovation projects. The econometric analyses, based on a Community Innovation Study sample of 218 innovation projects conducted in German manufacturing companies, reveal inverted U-shaped relationships between collaboration breadth and radical innovation performance and between collaboration depth and incremental innovation performance. These curvilinear effects speak to the high sensitivity of innovation projects to the extent of collaborative activity, which implies that practitioners should exert caution in managing collaborative innovation projects. This study contributes to the understanding of project-level open innovation and to the overall understanding of the performance effects of innovation collaboration, which, following recent assertions in the literature, could be flawed by analyses conducted at the organizational level.  相似文献   

Information ambiguity,patents and the market value of innovative assets     

Katrin Hussinger  Sebastian Pacher 《Research Policy》2019,48(3):665-675

Research and development (R&D) is often essential for firms’ profitability and growth. At the same time, R&D is long-term and risky. We show that innovation activities lead to information ambiguity about the future value of firms’ assets. This effect appears to be more pronounced for small and less reputed firms. Information ambiguity further lowers firms’ market value and, in particular, the market value of innovative assets. We further show that high quality patents mitigate the negative effect of information ambiguity to some extent.  相似文献   

Improving Silent Reading Performance Through Feedback on Eye Movements: A Feasibility Study     

Sebastian P. Korinth  Christian J. Fiebach 《Scientific Studies of Reading》2018,22(4):289-307

This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement parameter(s) (fixation count, first fixation duration, regression, and/or skipping) to address, and informed about changes achieved in preceding sessions. Control group participants (n = 13) were told that self-instruction to read faster would produce training gains. Total fixation times decreased significantly more for training than for control group participants. Important to note, faster reading did not impair comprehension. Results are interpreted as first indications for a possible applicability of the feedback approach to silent reading. In addition to implications for future studies, alternative result interpretations (e.g., motivational effects, reduction of mindless reading) are discussed.  相似文献   

Forgotten bodies – an examination of physical education from the perspective of ableism     

Martin Giese  Sebastian Ruin 《Sport in Society》2018,21(1):152-165

Abstract

Contemporary social interpretations of the body are multifaceted, and in some cases paradoxical. Looking at the field of sport, there exists a global trend for (normalized) physical self-optimization on the one hand, and the struggle to achieve acceptance of (bodily) diversity triggered by the societal claims for inclusion on the other hand. Thus, this theoretical paper seeks to subject social practices in the area of sport (with a main focus on Physical Education in schools in Germany) to critical reflection especially in the light of inclusive ideals, using the perspective of ableism. The meaning of the body in Physical Education in Germany is examined in an explorative and hermeneutic manner. The observations make clear that there are numerous barriers facing the project of inclusion at all levels. In addition to obvious problematic implications in sport, the examinations reveal that conceptual and curricular approaches also imply exclusionary potentials that increasingly shift the focus onto the individual and his or her self-determined and self-reflected movements in the world.  相似文献