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171.
Sebastian Peter Korinth Olaf Dimigen Werner Sommer Zvia Breznitz 《Reading and writing》2016,29(6):1245-1268
The Reading Acceleration Program (RAP), which uses adaptively increasing text erasure rates to enforce reading rate improvements, has been positively evaluated in various languages, reader and age groups. The current study compared the established incremental increase of text erasure rate with a training using fixed erasure rates in two groups of young, non-impaired German adults. Eye-tracking measures prior and post training examined training-related changes of eye-movement patterns. Equal gains in reading performance in both training groups led to the conclusion that not the adaptive increase but already text erasure at fixed rates provides an economically efficient tool for the enhancement of reading rates. Furthermore, eye-tracking results suggest that text erasure training affects word processing not only at one specific level, but simultaneously at pre-lexical, lexical, and post-lexical stages. Although these outcomes are promising, further research is necessary to determine the optimal individual erasure rates that preserve good comprehension at varying levels of text difficulty and in different orthographies. 相似文献
172.
Manuel Förster Sebastian Brückner Klaus Beck Olga Zlatkin-Troitschanskaia Roland Happ 《Zeitschrift für Erziehungswissenschaft》2016,19(2):375-393
In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well. 相似文献
173.
Background
Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work.Method
In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures.Results
Analyses indicate that FMS related less strongly than grapho‐motor skills to emergent literacy skills. Controlling for grapho‐motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills.Conclusions
The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho‐motor skills – even when devoid of the cognitive knowledge of letters – did.Implications for practice
What is already known about this topic
- Fine motor skills (FMS) are considered an important school readiness indicator
- FMS play a role in cognition and language development
- Some research suggests that FMS might be important for reading
What this paper adds
- First study to look differentially at FMS and emergent literacy
- FMS was considered separately from grapho‐motor and handwriting skill
- Links between these motor skills and a broad range of emergent literacy and cognitive skills were investigated
Implications for practice and/or policy
- FMS may be important in the development of grapho‐motor skills
- Grapho‐motor skills appear, in turn, linked to reading
- Fostering children's grapho‐motor skills may be important in kindergarten
174.
We consider a network of autonomous peers forming a logically global but physically distributed search engine, where every peer has its own local collection generated by independently crawling the Web. A challenging task in such systems is to efficiently route user queries to peers that can deliver high quality results and be able to rank these returned results, thus satisfying the users’ information need. However, the problem inherent with this scenario is selecting a few promising peers out of an a priori unlimited number of peers. In recent research a rather strict notion of semantic overlay networks has been established. In most approaches, peers are connected to other peers based on a rigid semantic profile by clustering them based on their contents. In contrast, our strategy follows the spirit of peer autonomy and creates semantic overlay networks based on the notion of “peer-to-peer dating”. Peers are free to decide which connections they create and which they want to avoid based on various usefulness estimators. The proposed techniques can be easily integrated into existing systems as they require only small additional bandwidth consumption as most messages can be piggybacked onto established communication. We show how we can greatly benefit from these additional semantic relations during query routing in search engines, such as Minerva, and in the JXP algorithm, which computes the PageRank authority measure in a completely decentralized manner. 相似文献
175.
176.
Sebastian Kuntze 《Educational Studies in Mathematics》2012,79(2):273-292
Although teachers’ professional knowledge and instructional beliefs are known to have a variety of subcomponents, research
on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a
preliminary, quantitative empirical study examining the relationships between mathematics teachers’ views concerning specific
classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related
beliefs. The findings suggest that global beliefs—in terms of cognitive constructivist or direct transmission views of teaching
and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other—can impact
teachers’ content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons
on geometrical proof. 相似文献
177.
The current research assessed Alaskan health and mental health care professionals’ perceptions regarding Alaska's elderly health care services as well as professional educational and training needs. Fifty‐four percent of community professionals sampled indicated that preexisting services in their community were not adequate to meet the needs of the elderly population. In addition, 55% indicated that the knowledge level of community professionals regarding the elderly and the aging process was insufficient and 51% believed they were not well educated in meeting the needs of Alaskan native elders. An overall 91.8% indicted that they were in need of further training in the field of aging and geriatrics. They noted in particular the lack of knowledge and training opportunities in mental health and Alzheimer's disease. The significance of these findings is discussed in terms of the broader social implications associated with meeting gerontological and geriatric education and training needs, as well as the specific education and training problems of Alaskan health care professionals in keeping up with the recent trend of “aging in the last frontier.” 相似文献
178.
179.
Concepción S. Wilson Mary Anne Kennan Patricia Willard Sebastian K. Boell 《Library & information science research》2010
Extensive data document the distribution of library and information science (LIS) educators in Australia from 1959 to 2008: from a slow beginning in the 1960s, to rapid growth in the 1970s, relative stability in the 1980s, and a persistent decline from the 1990s. Other characteristics of Australian LIS educators over the 50-year period are presented, including: previous positions held before entering academia, what and where academic qualifications were obtained, academic positions/ranks by gender, mobility within Australian higher education institutions, and years spent as Australian LIS educators. Although there has been a steady decline in the number of Australian LIS educators since the 1990s, the level of academic qualifications and percentage with doctorates have risen, thus conforming to a major requirement of academia; however, the relative decline in junior academic positions is a worrying trend. The analysis of changed characteristics over time helps define who Australian LIS academics are, and additionally provides data that contributes to LIS academic workforce planning. 相似文献
180.
School education in Germany is under the responsibility of the federal states and as a consequence average grades differ widely
across regions. Since school leavers apply nationwide for admission to university, regional provenance may thus matter a lot
for the success probability in the admission process. Using a comprehensive dataset of the German central clearing house for
university admissions in 2006/2007, we show that success rates indeed differ dramatically between federal states, provided
that grades are not made comparable across state boundaries. Most of the variation in success can be explained by state-level
differences in grading. By defining quotas for federal states and restricting competition among applicants to the state-level,
the link between state-level grading and success rates in the university admission process can be broken.
相似文献
Nadja DwengerEmail: |