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121.
Previous studies have found that laboratory conditions influence sleep-waking behavior in older infants, children, and adults. The present study employed videotape recordings to monitor continuous 24-hr sleep-waking activity in 2- and 8-week-old infants before, during, and after 12 hr of polygraphic recordings. Sleep- and waking-state organization were affected by laboratory conditions. At both age levels, increased fussy-crying and decreased alertness occurred during the first 4 hr in the laboratory when they were video recorded only and during the first 4 hr that the leads were in place. Decreased fussy-crying and increased alertness were noted in the following periods, indicating adaptation. Latency to sleep was shorter, and drowsiness increased and active sleep decreased while the leads were in place. At 8 weeks, quiet sleep increased and active sleep decreased while the leads were in place. These data suggest that the unfamiliar laboratory conditions inherent in both observational and polygraphic studies are stressful and that time for adaptation is needed. 相似文献
122.
123.
Anders Jonsson Liesbeth K. J. Baartman Sven A. Lennung 《Learning Environments Research》2009,12(3):225-241
Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that
can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace
traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative
purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive
framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment
methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of
the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information
can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use. 相似文献
124.
Anders Råde 《欧洲师范教育杂志》2014,37(2):144-155
This study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. In scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations. The study discusses these findings, the different models’ possibilities to integrate both major orientations as well as how a final thesis can be used to integrate theory and practice in higher education programmes. 相似文献
125.
Axinja Hachfeld Adam HahnSascha Schroeder Yvonne Anders Petra StanatMareike Kunter 《Teaching and Teacher Education》2011,27(6):986-996
The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism. 相似文献
126.
Anders Stenberg 《Economics of Education Review》2011,30(6):1262-1280
Modern societies would potentially reap large benefits from upgrading low skilled's education. However, this is difficult to put into practice because employers are reluctant to train low skilled and because low skilled are unwilling to participate. To circumvent this potential market imperfection, a large supply of formal education in Sweden is complemented with the eligibility of enrollees for financial support. This study uses detailed data on Swedish siblings aged 24–43 in 1994 to evaluate the impact on annual earnings. The estimated average return was 4.4% in 2004. Calculations indicate that this is barely sufficient to cover society's total costs. 相似文献
127.
Rolf Helldin Örjan Bäckman Helen Dwyer Anders Skarlind Anna J. Hugo Norma Nel Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119
This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. 相似文献
128.
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. 相似文献
129.
Riina Koris Anders Örtenblad Katri Kerem Triinu Ojala 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):29-44
Existing literature is polarized and primarily conceptual on the topic of student-customer orientation. Research into this phenomenon has failed to realize that higher education as such consists of several different educational experiences and has therefore addressed and studied the issue at too general a level, i.e. at the level of the higher education institution (HEI) as a whole, not at the level of educational experiences that an HEI provides. Based on a validated model of educational experiences, validated student-customer orientation questionnaire [Koris, R., & Nokelainen, P. (in press). The student-customer orientation questionnaire (SCOQ): Application of customer metaphor to higher education. International Journal of Educational Management] and a survey conducted among business students (N?=?405) in Estonia, the aim of this article is to identify whether in which categories of educational experience and to what extent students expect an HEI to be student-customer oriented. The results of the study show that students expect to be treated as customers in some, but not all categories of educational experience that an HEI offers. 相似文献
130.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献