Integration und Suche in digitalen Bibliotheken: Ein logikbasierter Ansatz

Zusammenfassung.   In diesem Beitrag wird eine „digitale Bibliothek” definiert als informationelle Umgebung, in der in integrierter Form verteilte Informationsquellen zug?nglich sind. Die Suche ist normalerweise ein interaktiver Proze?, in dem verfügbare Informationen in unterschiedlichen Formaten und in unterschiedlichen Kontexten benutzt werden. Ein wichtiges Forschungsthema im Bereich digitaler Bibliotheken ist daher der Entwurf anwendungsspezifischer Methoden für den Zugang zu heterogenen Wissensquellen, die sich bzgl. Thema, Format, Verfügbarkeit, Qualit?t und vieler anderer Eigenschaften stark unterscheiden k?nnen. Um dieser Anforderung gerecht zu werden, müssen die eingesetzten Information-Retrieval-Systeme eine sehr pr?zise Suche erm?glichen. Dabei reicht es nicht aus, lediglich Dokumente und Daten nachzuweisen, vielmehr müssen die gefundenen Informationen im Kontext des Informationsbedarfs des Benutzers eingebunden sein. Für diese Aufgabe schlagen wir Retrieval-Methoden vor, die auf abduktiver Logik basieren. Eingegangen am 19. Januar 1998 / Angenommen am 28. Juli 1998     

Group work in schools with close friends and acquaintances: Linking self-processes with group processes

The present study investigated the relationships between key self-processes, namely independent vs. interdependent self-construal and self-efficacy, with students' attitudes toward working in groups comprised friends and groups comprised acquaintances. The sample consisted of 563 students (280 of Year 10 and 283 of Year 11). Data were collected using questionnaires and analysed using confirmatory factor analysis and structural equation modeling. Interdependent self-construal was found to be both directly and indirectly predictive of students' attitudes toward cooperating with their friends and acquaintances. There was evidence to suggest a “flow on” effect from being self-efficacious for working with friends to being self-efficacious for working with acquaintances.     

Should we abolish the schooling of children?

In this same sectionProspects published in its previous issue (Autumn 1972) an extract of a working document presented at a conference held in Bellagio last May on education and development under the sponsorship of the Ford and Rockefeller Foundations.It is obvious that the article in question does not reflect, either in its spirit or its contents, the position of Unesco.Our purpose in publishing it was to stimulate a dialogue about such problems among our readers.The following constitutes a contribution to this dialogue, which we hope will be established in this section among educators and other people interested in educational problems.     

Une expérience d'enseignement de mathématique avec des enfants de 11 à 13 ans

Sans résumé     

Measuring learning: discrepancies between conceptions of and approaches to learning

This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning (R-SPQ-2F), and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, as inventory responses showed a clear predominance of a deep, non-surface approach to learning, whereas qualitative answers reflected a tendency towards lower-order conceptions of learning. Inconsistencies in the results suggest future research ought to use a combination of techniques when exploring constructs such as learning should they wish to draw valid conclusions.     

The Role of Heads of Department in the Professional Development of Educators: A Distributed Leadership Perspective

The qualitative study reported on was, undertaken from a distributed leadership perspective, and was an attempt to provide understanding of how heads of department (HoDs) develop educators within the organisational context of different schools and subject departments. The findings are related to the current policy framework for professional development in South African schools. Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with HoDs from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, analysed and related to the research question. The findings confirmed that HoDs are a key link between principals and the educators in their classrooms. This supports the view that HoDs have formal responsibilities and accountabilities and they wield a horizontal and a vertical influence. Recommendations are made to improve professional development practice by HoDs in particular and in the education system in general.