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Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. 相似文献
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Zusammenfassung Der Frage nach den Steigerungsm?glichkeiten der (informellen) „Grundbildung“ und der F?rderung von Basiskompetenzen wird aus
bildungsbiographischer Perspektive nachgegangen, indem die familiale Bildungswirklichkeit in ihrem Wechselverh?ltnis zur schulischen
Bildungswirklichkeit anhand eines Fallbeispiels dargestellt wird. Am Beispiel der Vermittlung und Aneignung von information literacy wird gezeigt, dass es unumg?nglich ist, in der schulischen Bildungswirklichkeit von einer Kulturrelativit?t und Kulturgebundenheit
von information literacy als wichtigem Element von informeller Bildung auszugehen, die an unterschiedlichen Bildungsorten erworben wird und eine entsprechende
Vernetzung der Bildungsorte voraussetzt.
Um Bildungsarmut zu verhindern und m?glichst für alle Menschen die Voraussetzungen für die Gestaltung eines eigenen Lebenslaufs
und die Entwicklung einer verst?ndigen kulturellen Teilhabe- und sozialen Anschlussf?higkeit zu schaffen, muss sich, so die
These, die Institution Schule mehr für informelle Bildung und die p?dagogische Bearbeitung von kultureller Differenz sowie den Umgang mit Heterogenit?t ?ffnen, damit der oft
diskriminierende Umgang mit kultureller und sozialer Differenz in der Schule nicht in eine fürsorgliche (p?dagogische) Belagerung
und Entmündigung der Schüler durch die Schule umschl?gt. Dabei ist es wichtig, die informellen Bildungsleistungen der Familie
anzuerkennen und weiter zu entwickeln und in Verbindung mit der verst?rkten F?rderung von Erziehungspartnerschaften zwischen
Eltern und p?dagogischen Fachkr?ften darauf hinzuarbeiten, die Grundbildung und den Erwerb von notwendigen Basiskompetenzen
zu st?rken und das schulische Abwertungsdilemma von au?erschulisch erworbenen informellen Bildungsgehalten „f?rderdidaktisch“
zu bearbeiten.
相似文献
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We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
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Corporate venture investments are an established means for incumbent firms to access radical innovation. Drawing from a behavioural agency framework, we distinguish two mechanisms that govern the relationship between corporate venture investment and radical innovation, the safety net that corporate sponsors provide and control incentives. While the safety net induces a gap between the radical innovation success of corporate ventures (CVs) and ventures without a corporate sponsor, the superior radical innovation success of CVs decreases with the corporate sponsor’s incentives to control the venture. The impact of the safety net and control incentives further depends on the corporate sponsor’s position vis-à-vis her aspiration level. 相似文献
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This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2–7;8 years-old). At Time 1, the bilinguals had lower productive accuracy for phonological sequences that violated their L1 phonology (d = .56; .84), and these skills accounted for a significant amount of variance in their reading accuracy. At Time 2, the language-specific effects were no longer present. These findings highlight the importance of considering language structure in multilingual early literacy development. 相似文献
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Inter-departmental innovation collaboration facilitates innovation performance. At the same time, it has been identified as a source of increased coordination costs. Using organizational information processing theory, this paper builds and tests hypotheses on the costs and benefits of innovation-related collaboration within firms. Based on a sample of 433 German manufacturing firms we show inter-departmental innovation collaboration to increase process innovation performance, but also to produce costs in terms of project delay and project termination. These costs, however, do not affect innovation performance at the firm level. This finding suggests firms to be well able to balance the costs and benefits of inter-departmental collaboration across their innovation project portfolio. Theoretical and managerial implications are discussed. 相似文献
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