Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC

Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in...     

Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning

Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life...     

The Role of Desegregation and Teachers of Color in Discipline Disproportionality

The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for...     

"百年社会主义历史难题"的四次求索及其启示

经济文化落后的国家怎样建设社会主义是百年社会主义实践中的难题.这方面最具代表性的探索是列宁、斯大林、毛泽东和邓小平进行的四次.前三次探索既取得了重大进展,又存在着带有普遍性的失误和深刻教训.第四次探索中出现了历史性的突破.四次求索的启示是多方面的.     

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.     

无线局域网802．11系列标准综述

标准在工业化过程中起着重要的作用。随着宽带无线接入和无线局域网技术的发展和应用，无线局域网的标准受到工业界的高度重视。本文介绍和分析了无线局域网802．11系列标准。     

Burned out to drop out: Exploring the relationship between school burnout and school dropout

This paper examines the development of school burnout among Finnish youth aged 16–18, specifically with regard to the following three components: a cynical attitude toward the school, feelings of inadequacy as a student, and exhaustion at school. There is evidence of an increase in all three components over time, but only among students on the academic track. There appear to be differences in burnout levels between those who drop out from school and those who do not, and the risk of an individual with high levels of cynicism or feelings of inadequacy dropping out is clearly higher than among those who score low on these two components. When various explanatory variables are controlled for, cynicism still remains a significant factor explaining drop out, and a low grade point average appears to be a major explanatory variable for school dropout. This study is especially interesting in the context of Finland, known for its equality-striving and high-quality educational system. Finnish youth, compared with youth in many other countries, nevertheless have a low level of in-school well-being. We use the Finnish Educational Transitions data (N?=?878) collected in four waves, the first three on an annual basis and the fourth 5 years after the first one.     

Not Read,but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items

Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N ₁ = 230, N ₂ = 340, N ₃ = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance.