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41.
Based on Lord's criterion of equity of equating, van der Linden (this issue) revisits the so‐called local equating method and offers alternative as well as new thoughts on several topics including the types of transformations, symmetry, reliability, and population invariance appropriate for equating. A remarkable aspect is to define equating as a standard statistical inference problem in which the true equating transformation is the parameter of interest that has to be estimated and assessed as any standard evaluation of an estimator of an unknown parameter in statistics. We believe that putting equating methods in a general statistical model framework would be an interesting and useful next step in the area. van der Linden's conceptual article on equating is certainly an important contribution to this task. 相似文献
42.
Matthias Finger 《Studies in Continuing Education》2013,35(2):99-106
The paper proposes that the function and meaning of adult learning has significantly changed since the times the ‘founding fathers’ outlined a philosophical framework for adult education. And already for them the philosophy of conventional education never really seemed adequate. Likewise, a philosophy of adult education today–which is badly needed ‐‐ can no longer be derived from the philosophy of conventional education, and must be elaborated from bottom‐up, i.e. by understanding themeaning of learning for adult learners today as well as the function of adult learning in present society. 相似文献
43.
Felix Peter Claudia Dalbert Nils Kloeckner Matthias Radant 《European Journal of Psychology of Education - EJPE》2013,28(4):1221-1235
The study examined the meaning of personal belief in a just world and students’ experience of their teachers’ behavior toward them personally for school distress in different class contexts. The study involved 827 secondary school students from 61 classes (grades 9 to 11). Analyses revealed that the more the students believed in a personal just world, the more they felt their teachers’ behavior toward them personally to be just, and the less school distress they experienced; the association between belief in a just world (BJW) and school distress was partly mediated by students’ personal experience of teacher justice. These associations were stable across school tracks, schools, and classes. According to these results and the just world theory, a strong BJW seems to function as a rather context-independent personal resource for students, explaining their individual experience of teacher justice and school distress. Moreover, teacher justice seems to be a key feature of schools explaining students’ well-being at school. 相似文献
44.
Matthias Marschik 《Sportwissenschaft》2000,30(1):113-115
45.
In information retrieval research, models and systems traditionally assume that a single person is querying and reviewing the results. However, several empirical studies of professional practice identified collaboration during IR as everyday work patterns in order to solve a shared information need and to benefit from the diverse expertise and experience of the team members. Moreover, most IR systems that are employed in professional work routines are designed for individual use and prototype collaborative systems are too limited to support use in todays work practice. To bridge this gap, this papers develops and formalizes a decision theoretic approach towards supporting a team of people that explicitly set out together to resolve a shared information need. We develop a formal cost model for collaborative IR that considers the trade-off between estimated relevance of a document as well as estimated document redundancy. From this cost model, we use a decision theoretic approach to derive the notion of activity suggestions, that is, a formal optimum criterion that describes optimum collaboration strategies in IR as the solution of an integer linear program. Those collaboration strategies are suggested to team members with the aim to facilitate the collaborative performance of information retrieval tasks. We demonstrate the application of our model by means of search result division in two collaborative search tasks. In the conducted experiments, we study the effects of different domain knowledge and resulting relevance assessments of team members in four different conditions. The gathered results indicate that our approach can improve the retrieval effectiveness of teams in recall-oriented tasks. 相似文献
46.
Matthias Barth Daniel J. Lang Philip Luthardt Ulli Vilsmaier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):811-828
In 2015, the German Federal Ministry of Education and Research (BMBF) announced that the Science Year 2015 would focus on the “City of the Future”. It called for innovative projects from cities and communities in Germany dedicated to exploring future options and scenarios for sustainable development. Among the successful respondents was the city of Lüneburg, located in the north of Germany, which was awarded funding to establish a community learning project to envision a sustainable future (“City of the Future Lüneburg 2030+”). What made Lüneburg’s approach unique was that the city itself initiated the project and invited a broad range of stakeholders to participate in a community learning process for sustainable development. The authors of this article use the project as a blueprint for sustainable city development. Presenting a reflexive case study, they report on the process and outcomes of the project and investigate community learning processes amongst different stakeholders as an opportunity for transformative social learning. They discuss outputs and outcomes (intended as well as unintended) in relation to the specific starting points of the project to provide a context-sensitive yet rich narrative of the case and to overcome typical criticisms of case studies in the field. 相似文献
47.
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment. 相似文献
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50.
Dörries M 《Endeavour》2003,27(3):113-116
The eruption of the volcano Krakatau in the Netherlands East Indies (Indonesia) in 1883 had worldwide impact. This was perceived in the three quite different types of global propagation that occurred after the eruption: a rapid pressure wave, noticeable only to measuring instruments, followed a few hours later by the spread of the news of the event, succeeded by a slowly expanding optical phenomenon that lasted for a couple of years. Krakatau was the first natural catastrophe of global magnitude that was almost immediately recognized as such throughout the world, largely thanks to the recently installed worldwide telegraphic network. 相似文献