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111.
Mark Taylor Yvonne Turnbull Jo Bleasdale Hulya Francis Henry Forsyth 《Support for Learning》2016,31(4):367-384
Intended UK government changes to the Disabled Students’ Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio‐technical perspective. The research reported in this article involved a year‐long case study in a UK university. The potential changes required to support for students with disabilities within the university studied, to cater for the proposed UK government changes to the Disabled Students’ Allowance, include: providing non‐medical helpers through external agencies; developing a dyslexia screening process; providing enhanced library services, including access to printers and scanners and assistance with assistive software; providing laptops with assistive software; making assistive software available in a limited form in computing laboratories; and more co‐ordinated special examination provision. 相似文献
112.
113.
Julia Knoepke M.A. Prof. Dr. Tobias Richter Dr. Maj-Britt Isberner Prof. Dr. Johannes Naumann PhD Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471
To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels. 相似文献
114.
Werner Helsper Mareke Niemann Anja Gibson Lena Dreier 《Zeitschrift für Erziehungswissenschaft》2014,17(3):203-219
Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core. 相似文献
115.
116.
Tobias Rohatsch Gerhard P?ppel und Heinrich Werner 《Informatik - Forschung und Entwicklung》2002,17(2):53-59
Zusammenfassung. Die moderne und hoch komplexe Fertigung, z.B. in der Halbleiterindustrie, erfordert für die dabei anfallenden Messdaten der
Anlagen- bzw. Prozessparameter multivariate Analysemethoden. Eine dieser m?glichen Analysemethoden ist Projection Pursuit
(PP). Dieses Verfahren ist durch geschickte Wahl des so genannten Projektionsindex in der Lage, verschiedenste Datencharakteristika
zu detektieren und diese auf anschauliche Weise zu visualisieren. Bei den Projektionsindizes handelt es sich um Funktionen,
die eine Projektion auf unterschiedliche Merkmale hin bewerten und dabei jeder Projektion einen Funktionswert zuweisen. Dieser
Funktionswert spiegelt die Aussagekraft der Projektion (in Abh?ngigkeit vom verwendeten Index) wider. Die Auswahl bzw. der
Aufbau dieser Indizes ist hierbei von entscheidender Bedeutung. Alle hier vorgestellten Indizes zeichnen sich vor allem durch
ihren robusten Charakter gegenüber durch Ausrei?er kontaminierte Daten, wie sie in realen Datenszenarien vorkommen, aus. Die
durch Anwendung dieser Indizes gewonnenen Einblicke in die komplexe Struktur der Daten erm?glichen es, hochdimensionale Parameterabweichungen
und komplexe Zusammenh?nge innerhalb der Daten zu finden.
Eingegangen am 11. Februar 2002 / Angenommen am 14. Mai 2002 相似文献
117.
From classifications of word problems in international discussion of elementary mathematics instruction as well as from conceptual elaborations of didactical analyses in Germany, a classification of semantic structures of one-step word problems involving multiplication or division is proposed, comprehending four main classes: Forming the n-th multiple of measurers, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is more comprehensive and differentiated than the classifications of Vergnaud (1983), Nesher (1988), and Bellet al. (1989) — aiming at a better assignment between diverse contextual circumstances and conceptual demands of mathematics and at compatibility with the well-known semantic structures of addition and subtraction word problems. 相似文献
118.
J. K. Lindsey Arthur W. Foshay W. D. Halls Sid Bourke R. Murray Thomas Michael J. McRory J. Keith Watson M. K. Raina David Phillips S. Anandalakshmy Klaus Künzel Hans Werner Heymann Edmund King Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399
119.
ABSTRACTThe World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills. 相似文献
120.
Eloise de Carvalho Yvonne Skipper 《Journal of Research in Special Educational Needs》2020,20(3):195-205
Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects. 相似文献