Kristina Reiss

Bio: Kristina Reiss is an academic researcher from Technische Universität München. The author has contributed to research in topics: Competence (human resources) & Argumentation theory. The author has an hindex of 24, co-authored 148 publications receiving 1910 citations. Previous affiliations of Kristina Reiss include University of Oldenburg & Augsburg College.

Zur Entwicklung nationaler Bildungsstandards. Eine Expertise

Abstract: "International vergleichende empirische Studien haben gravierende Mangel im deutschen Schulsystem offen gelegt. Die erfolgreichen PISA-Lander zeigen, dass eine der wichtigsten Voraussetzungen fur die Ruckkehr in die internationale Leistungsspitze eine Umsteuerung im System ist. Nicht mehr durch detaillierte Richtlinien und Regelungen, sondern durch die Definition von Zielen, deren Einhaltung auch tatsachlich uberpruft wird, muss der Staat fur Qualitat im Bildungswesen sorgen. Die Entwicklung von bundesweit gultigen Bildungsstandards auf der Basis von Kompetenzmodellen ist dabei ein zentrales Element. Ziel der vorliegenden Expertise ist zunachst, das Konzept der Bildungsstandards auf dem Hintergrund der internationalen bildungspolitischen und bildungswissenschaftlichen Diskussion fachlich zu klaren und eine Rahmenkonzeption vorzulegen, die die Funktion von Bildungsstandards im Gesamtkontext von Bildungsmonitoring, Schulevaluation und programmspezifischer Evaluation beschreibt. Da Bildungsstandards so zu gestalten sind, dass sie zum Motor padagogischer Gestaltung an unseren Schulen werden konnen, enthalt die Expertise auch Uberlegungen zu den Bedingungen ihrer erfolgreichen Implementation. Ferner beschreibt die Expertise die notwendige Infrastruktur fur die Entwicklung und Evaluation von Bildungsstandards in Deutschland." (Autorenreferat).; "International empirical studies have revealed serious flaws in the German school system. Comparison with the countries that performed well in the PISA study indicates that Germany cannot expect to return to the top of the international ranking tables unless radical reforms are undertaken in the education system. The state can no longer ensure quality by issuing detailed guidelines and regulations, but must define goals and objectives and then monitor their achievement. The development of nationwide educational standards based on competency models is a key element of this reform process. This report aims to provide a specialist definition of the concept of educational standards, taking the international debate on education policy and educational science into account, and to present a framework describing the function of educational standards in the overall context of educational monitoring, school evaluation and the evaluation of specific programmes. Since educational standards are to be designed in such a way that they become the driving force in the pedagogical development of our schools, the expertise also considers the conditions that will facilitate their successful implementation. Furthermore, the report describes the infrastructure required for the development and evaluation of educational standards in Germany." (author's abstract)

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Abstract: Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Abstract: 미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

A redrawn Vandenverg and Kuse mental rotations test : different versions and factors that affect performance

Abstract: The available versions of the Vandenberg and Kuse (1978) Mental Rotations Test (MRT) have physically deteriorated because only copies of copies are available. We report results from a redrawn version of the MRT and for alternate versions of the test. Males perform better than females, and students drawn from the physical sciences perform better than students drawn from the social sciences and humanities, confirming other reports with the original version of the MRT. Subjects find it very hard to perform the MRT when stimuli require rotation along both the top/bottom axis and the left/right axis. The magnitude of effect sizes for sex (which account, on average, for some 20% of the variance) does not increase with increasing difficulty of the task. Minimal strategy effects were observed and females did not perform differently during the menstrual period as opposed to the days between the menstrual periods. Practice effects are dramatic, confirming other reports with the original MRT, and can also be shown to be powerful in a transfer for practice paradigm, where test and retest involve different versions of the MRT. Main effects of handedness on MRT performance were not found.