排序方式: 共有48条查询结果,搜索用时 31 毫秒
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Tamara Marksteiner Marc-André Reinhard Oliver Dickh?user Siegfried Ludwig Sporer 《European Journal of Psychology of Education - EJPE》2012,27(3):329-350
The present study explores how well teacher trainees can detect liars. Moreover, a new method was applied to investigate beliefs that teacher trainees hold about liars. The results indicate that, overall, teacher trainees were not better than chance in detecting true and invented stories. Generally, participants reported to have used only a few cues for their credibility judgment, where most of these self-reported cues are stereotypical and invalid deception cues (e.g., gaze aversion). Further analyses with a Brunswikian lens model showed that the self-reported cues were good predictors of their credibility judgment but only poorly predictive for the objective truth/lie status of the statement. Practical implications of the results are discussed. 相似文献
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Siegfried Uhl 《Zeitschrift für Erziehungswissenschaft》2002,5(4):701
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The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject-matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes. 相似文献
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Does class size affect achievement in introductory economics? This paper addresses this question using a national economic education data base (TUCE III), consolidating these data so that each observation represents a single class rather than a single student, thereby alleviating several estimation problems that plague empirical work in this area. Our results indicate that class size does not affect student achievement, and further, that class characteristics over which instructors or department chairs have control also do not influence achievement. These results are remarkably robust to different specifications, so long as students' Scholastic Aptitude Test (SAT) scores are used to control for ability and account is taken of whether the TUCE test result counted toward the students' final grade. 相似文献
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LouAnn H. Lovin Alexis L. Stevens John Siegfried Jesse L. M. Wilkins Anderson Norton 《Journal of Mathematics Teacher Education》2018,21(3):207-235
In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers. 相似文献
46.
Siegfried Nagel 《Sportwissenschaft》1998,28(2):178-194
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