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211.
Siegfried?HanhartEmail author Marie?Anne?Broyon 《Educational Research for Policy and Practice》2004,3(1):47-62
Switzerland spends about 6% of its GDP on education. In the past few years, there have been carrying out important reforms in the educational field, for example introducing a vocational high school diploma and creating specialized higher vocational institution (hautes écoles). What is the extent of educational research in this context? There are very little data on this subject. To meet the need of information, we carried out a study examining expenditure on Swiss educational research from 1998 to 2000 and the link between sources of funding and research centres. The results of the above-mentioned study show that expenditure on educational research is modest compared with the overall cost of the educational system. It also reveals a distinct distribution of tasks amongst the institutions directly dependent on state educational administrations and universities. Although there are also other sources of funds, educational research relies mainly on public funding. This is disconcerting, as public budgets have been facing cuts in recent years, and new requirements for research needs will arise (future research is likely to involve such activities as evaluating reforms and participating in international survey). We conclude new funding strategies have to be found and researchers need to communicate their results more effectively. 相似文献
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Dörrenbächer-Ulrich Laura Weißenfels Marie Russer Lea Perels Franziska 《Instructional Science》2021,49(1):137-163
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
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Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed. 相似文献
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Anne E. Rauh 《New Review of Academic Librarianship》2016,22(2-3):315-324
ABSTRACTThis case study will take readers through the planning and publication process of a collaborative departmental library blog at Syracuse University, which is a large private, non-profit research intensive university located in central New York State. It will provide an overview of the history of the project and the mission of the blog. It will describe the technical aspects, developing a publication schedule, and the editorial responsibilities of maintaining the blog. The impact of the blog is documented. The blog has raised awareness of the librarians' expertise and this is explored alongside how posts have contributed to a number of wider conversations in librarianship. 相似文献
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Marie Van Reybroeck Jessica Penneman Charline Vidick Benoît Galand 《Reading and writing》2017,30(9):1965-1985
The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates the effect of combining progressive treatment, based on cognitive cost and self-assessment, on grammatical spelling and on self-efficacy beliefs. Over 8 weekly 50-minute lessons, four groups of 18, 20, 18 and 21 ninth graders received, respectively, progressive treatment alone, coupled with self-assessment, coupled with feedback, or coupled with self-assessment and feedback. These intervention groups were compared with a control group of 36 students receiving standard spelling instruction. The interventions focussed on past participle inflections, which are particularly difficult to learn for French-speaking students. The results indicated that (a) students who received progressive treatment made more progress than the control group students in spelling past participle inflections, presenting a transfer and a first degree of automatisation of the rules. The results also indicated that (b) students who participated in progressive treatment with self-assessment improved even more on the spelling tests, including free text production, and in their self-efficacy beliefs, demonstrating a deeper automatisation of the grammatical rules combined with an increase in perceived efficacy. This research shows that learning benefits from instructional practices that provide both cognitive cost and motivational support. 相似文献