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301.
Dr Wolfgang Brundny 《Educational Media International》2013,50(4):23-27
In October 1972 the sound of hammers could be heard in an isolated corner of the Library Complex at what was to become known as the Alvan Ikoku College of Education, Owerri. The area under construction was to be the new Micro–teaching Laboratory, fully equipped with the latest videotape equipment. In June, 1973, the Microteaching Laboratory was officially opened. The College was now prepared to undertake the development of a full scale microteaching programme. 相似文献
302.
Wolfgang Schneider Jan Carol Näslund 《European Journal of Psychology of Education - EJPE》1993,8(3):273-287
This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children’s word decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect. 相似文献
303.
Differential effects of home and preschool learning environments on early language development 下载免费PDF全文
Daniel Schmerse Yvonne Anders Manja Flöter Nadine Wieduwilt Hans‐Günther Roßbach Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. 相似文献
304.
Judith Stanja Wolfgang Gritz Johannes Krugel Anett Hoppe Sarah Dannemann 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):58-75
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.
Practitioner notes
What is already known about this topic- Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
- Assessment tools have been developed in different educational domains for teaching practice.
- Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.
- Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
- Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
- Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.
- Learning analytics can enhance the eliciting of students' conceptions.
- Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.