Methodik und Ergebnisse einer Experimentreihe über Entwurfsmuster

Zusammenfassung.   Software-Entwurfsmuster sind eine intuitiv einleuchtende Idee, die viele Befürworter hat. Als Forscher dürfen wir die behaupteten Wirkungen von Entwurfsmustern jedoch nicht einfach glauben, sondern müssen sie gründlich prüfen. Dieser Artikel beschreibt die wichtigsten Behauptungen und entwickelt daraus zugeh?rige Forschungsfragen. Wir diskutieren die Methodik für ein Forschungsprogramm, das die Fragen beantworten soll, und skizzieren praktische Beschr?nkungen, unter denen diese Forschung ablaufen mu?. Es folgt eine kurze Beschreibung von drei kontrollierten Experimenten und den Hauptfolgerungen aus ihren Ergebnissen. So sollte man zum Beispiel die Benutzung von Entwurfsmustern in einem Entwurf genau dokumentieren und Entwurfsmuster nicht einsetzen, ohne alternative Entwürfe zu prüfen. Abschlie?end diskutieren wir ein im Rahmen des Forschungsprogramms geplantes viertes Experiment. Der Beitrag dieses Artikels liegt vorrangig in einer Beschreibung und Diskussion wichtiger methodischer Aspekte kontrollierter Experimente in der Softwaretechnik. Eingegangen am 27. Oktober 1998 / Angenommen am 13. M?rz 1999     

Toward a Learning Technologies knowledge network

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.     

A Role for Music Therapy in Special Education

Music therapy is the planned use of music to achieve therapeutic aims. This article outlines the role and application of music therapy in special education with reference to findings documented in recent research and practice literature. Music therapy in Australia is practised in medical contexts (e.g., nursing homes, hospice care, hospitals) and education contexts (e.g., special schools, regular schools, and special education development units). Music therapists also work in private practice or in community programs.     

Studying attitude to mathematics

Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues.     

Factors that influence teachers learning to do interviews to understand students' mathematical understandings

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews. This revised version was published online in August 2006 with corrections to the Cover Date.     

Developmental Achievements of 7‐year‐old Children in Poland in the Light of International Tests and the Requirements of the Polish Language School Program

The language competence and reading comprehension of 406 7‐year‐old children are examined in the research discussed in this article. The children were tested using comparative tests as part of an international project conducted in 14 countries and sponsored by the IEA and the High Scope Research Foundation in Ypsilanti, USA. The discussion here relates only to a part of this wider research and focuses upon the aims and contents of Polish language teaching in grades I—III of the Polish primary school.