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1.
Robbert Smit Patricia Bachmann Verena Blum Thomas Birri Kurt Hess 《Instructional Science》2017,45(5):603-622
Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy. 相似文献
2.
Sophie Rutter Verena Blinzler Chaoyu Ye Max L. Wilson Michael D. Twidale 《Information processing & management》2019,56(3):919-938
With greater access to computational resources, people use search to address many everyday challenges in their lives, including solving technology problems. Although there are now many useful ‘how-to’ resources online (especially videos on YouTube), it can still be difficult to identify, understand, and resolve certain kinds of technical problem. While research tasks have been studied for many years and we know the tactics people use, we know far less about searchers’ tactics for how-to technical tasks that involve actually being able to apply found information to resolve a problem. Crucial to our study was developing and studying a highly realistic, how-to technical task, for which there was no single guidance resource: making a phone safe for a child. After providing 39 participants with an actual phone to fix, and a search engine to perform the task, we analysed their search tactics using retrospective cued think aloud interviews. Our primary contribution is a set of 77 tactics used, in three categories, along with detail of how common they were. We conclude that people had a lot of tactics in their repertoire. Although it was not hard for participants to find relevant information, what was hard was for participants to find information they could use; indeed only 23% of participants successfully completed the entire task. Domain knowledge affected the choice of tactics used (although not necessarily towards better task success). We discuss these influences and make design recommendations for how future search systems can support those in resolving how-to technical tasks. 相似文献
3.
Geschäftsführer Priv.-Doz. Dr. Urs Moser Dr. Nicole Bayer Dr. Verena Tunger 《Zeitschrift für Erziehungswissenschaft》2010,13(4):631-648
This contribution reports on an investigation into the importance of supporting first language for the command of first and second language skills using a quasi-experimental longitudinal study of migrant children in kindergarten. For two years the development of both first and second language skills was coordinated through the treatment of the same topics and stories during lessons. Furthermore, parents were asked to read their children a story or play an audio book in the first language three times a week. This extensive intervention neither had statistically significant effects on the development of language competency in the first nor the second language, German. The transfer effects between first and second language expected by the interdependency hypothesis of Cummins were only in evidence to a very limited extent. 相似文献
4.
Alexander Häfner Armin Stock Verena Oberst 《European Journal of Psychology of Education - EJPE》2015,30(1):81-94
The aim of this study was to examine the effects of a time management training program on perceived control of time and perceived stress in the context of higher education. Twenty-three undergraduate students attended a time management training intervention and reported demands, perceived stress and perceived control of time directly before 2 and 4 weeks after training. We used a “non-equivalent dependent variable design” (Cook and Campbell, Quasi-experimentation: design and analysis for field settings, p. 118, 1979) with perceived stress and perceived control of time as dependent variables, which should be influenced by the training, and demands as control variable, which should not be changed. As expected, perceived stress decreased and perceived control of time increased after training, whereas demands did not change. Therefore, time management training might be beneficial for undergraduate students’ well-being. Nevertheless, more intervention studies in this field are necessary, especially with lager samples, to contribute to more robust results and conclusions. 相似文献
5.
Verena Aebischer Dominique Oberlé 《European Journal of Psychology of Education - EJPE》2004,19(3):275-294
The present study tests the assumption that the stable vs. unstable character of the structural relationship between groups
influences the type of bias to which differentiation may lead, and affects the likelihood of identification with one's ingroup.
Study 1 was conducted in Canada with university students and Study 2 in two French highschools; they both measured the impact
of membership in a prestigious vs. a non-prestigious group on intergroup perceptions. In the Canadian sample, the structural
relationship between groups was unstable, in a way that status asymmetry due to prestige differences might in time be eased
out to the advantage of the less prestigious group. In the French study, the structural relationship was stable and not likely
to evolve. As predicted, data from both samples' prestigious groups demonstrate a clear ingroup bias. Students from the less
prestigious Canadian university situated in an ascending movement did not judge their competencies as lower than those of
the prestigious university students, and further expressed the wish to enrol their children in their own university rather
than the prestigious university. As expected, data collected from French high school students in the less prestigious study
programme demonstrate a clear outgroup bias. Contrary to the initial hypothesis, in Canada, the prestigious university students
identify less strongly with their ingroup than the less prestigious university students. This effect may be interpreted as
participants distancing themselves from their ingroup prototype and it was also observed in the students of the prestigious
study programme in the French high schools. 相似文献
6.
Statistics about the recreational physical activity (PA) of minority ethnic Muslim women reveal very low participation rates. Drawing on approaches to socialization and Bourdieu’s concepts of habitus and taste, the aim of this study was to investigate the (lack of) PA participation of Muslim minority ethnic women in Denmark and to identify key influences which shape(d) their PA attitudes and practices. We conducted semi-structured interviews with 26 female migrant cleaners from various non-Western countries. The interviews revealed that a lack of previous experience of sport and recreational PA and life circumstances constrained participation in recreational PA. In contrast, religion did not provide an explanation for the women’s lack of engagement in recreational PA. 相似文献
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8.
Verena Schurt und Wiebke Waburg 《Zeitschrift für Erziehungswissenschaft》2007,10(2):250-270
Zusammenfassung In verschiedenen w?hrend der vergangenen Dekade durchgeführten Studien zum Befinden in Schule und Unterricht wurden beim Vergleich
von Jungen und M?dchen Unterschiede zuungunsten adoleszenter Schülerinnen nachgewiesen. Die vorliegende Untersuchung fragt,
ob M?dchenschulen im Vergleich mit koedukativen Einrichtungen ein unterstützenderes Umfeld bereitstellen und damit zusammenh?ngend
das Wohlbefinden der weiblichen Jugendlichen in diesen geschlechtersegregierten Lernumgebungen auf einem h?heren Niveau liegt.
Es wurden Schülerinnen der 8. und 11. Jahrgangsstufe von sechs bayerischen Gymnasien (drei private M?dchenschulen sowie zwei
koedukative Privatgymnasien und eine ?ffentliche koedukative Schule) zum Sozialen Schulklima, zur Lehrer-Schüler-Beziehung
sowie ihrer Selbstwirksamkeitserwartung befragt. Bezüglich des Wohlbefindens in der Schule zeigt sich eine Widersprüchlichkeit
des M?dchenschulkontextes: In den Bereichen des Sozialen Schulklimas und der Selbstwirksamkeitserwartung werden einige Aspekte
von monoedukativ und andere von koedukativ unterrichteten Schülerinnen positiver bewertet, z.T. traten keine Effekte auf.
Bei der Bewertung der Lehrer-Schüler-Beziehung zeigten sich keine Unterschiede.
相似文献
9.
After 20 years of civil war in Northern Uganda, the continuity of violence within the family constitutes a major challenge to children's healthy development in the post-conflict era. Previous exposure to trauma and ongoing psychopathology in guardians potentially contribute to parental perpetration against children and dysfunctional interactions in the child's family ecology that increase children's risk of maltreatment. In order to investigate distal and proximal risk factors of child victimization, we first aimed to identify factors leading to more self-reported perpetration in guardians. Second, we examined factors in the child's family environment that promote child-reported experiences of maltreatment. Using a two-generational design we interviewed 368 children, 365 female guardians, and 304 male guardians from seven war-affected rural communities in Northern Uganda on the basis of standardized questionnaires. We found that the strongest predictors of self-reported aggressive parenting behaviors toward the child were guardians’ own experiences of childhood maltreatment, followed by female guardians’ victimization experiences in their intimate relationship and male guardians’ posttrautmatic stress disorder (PTSD) symptoms and alcohol-related problems. Regarding children's self-report of victimization in the family, proximal factors including violence between adults in the household and male guardians’ PTSD symptom severity level predicted higher levels of maltreatment. Distal variables such as female guardians’ history of childhood victimization and female guardians’ exposure to traumatic war events also increased children's report of maltreatment. The current findings suggest that in the context of organized violence, an intergenerational cycle of violence persists that is exacerbated by female guardians’ re-victimization experiences and male guardians’ psychopathological symptoms. 相似文献
10.
Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed. 相似文献