자연주의적 탐구조사(Naturalistic Inquiry)

2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52

The European commission

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process–product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domainspecific components of teaching—teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching–learning process.

Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

In this investigation, we used a classic latent profile analysis (LPA), a person-centered approach, to identify groups of students who had similar profiles for multiple dimensions of academic self-concept (ASC) and related these LPA groups to a diverse set of correlates. Consistent with a priori predictions, we identified 5 LPA groups representing a combination of profile level (high vs. low overall ASC) and profile shape (math vs. verbal self-concepts) that complemented results based on a traditional variable-centered approach. Whereas LPA groups were substantially and logically related to the set of 10 correlates, much of the predictive power of individual ASC factors was lost in the formation of groups and the inclusion of the correlates into the LPA distorted the nature of the groups. LPA issues examined include distinctions between quantitative (level) and qualitative (shape) differences in LPA profiles, goodness of fit and the determination of the number of LPA groups, appropriateness of correlates ...

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Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

In their widely cited study, Shavit and Blossfeld report stability of socioeconomic inequalities in educational attainment over much of the 20th century in 11 out of 13 countries. This article outlines reasons why one might expect to find declining class inequalities in educational attainment, and, using a large data set, the authors analyze educational inequality among cohorts born in the first two-thirds of the 20th century in eight European countries. They find, as expected, a widespread decline in educational inequality between students coming from different social origins. Their results are robust to other possible choices of method and variables, and the authors offer some explanations of why their findings contradict Shavit and Blossfeld's conclusions.

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Nonpersistent inequality in educational attainment: evidence from eight European countries.

TIMSS/III Dritte Internationale Mathematik- und Naturwissenschaftsstudie — Mathematische und naturwissenschaftliche Bildung am Ende der Schullaufbahn

Munster [u.a.] : Waxmann 2014, 336 S.
Padagogische Teildisziplin: Empirische Bildungsforschung; 
als elektronischer Volltext verfugbar

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

Mathematische und physikalische Kompetenzen am Ende der gymnasialen Oberstufe

The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA’s (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated—along with CIL learning contexts and outcomes (such as school-level factors in different education systems)—for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students’ CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students’ acquisition of CIL. The results also show a statistically significant correlation between the teachers’ use of ICT in schools and students’ CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.

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School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Die Beherrschung der Muttersprache in Wort und Schrift sowie ein hinreichend sicherer Umgang mit mathematischen Symbolen und Modellen gehoren in allen modernen Informations- und Kommunikationsgesellschaften zum Kernbestand kultureller Literalitat. In beiden Fallen handelt es sich um sprachliche Kompetenzen, die grundlegende Formen des kommunikativen Umgangs mit der Welt reprasentieren. Die Muttersprache ist das Medium der sprachlichen Aneignung der eigenen Kultur und Mathematik eine formalisierte Sprache, die sich in einem langen historischen Prozess entwickelt hat und die in unterschiedlicher Form zu einem selbstverstandlichen Kommunikationsmittel in vielen Berufen und wissenschaftlichen Disziplinen geworden ist. Beide Sprachen sind kulturelle Werkzeuge, die instrumentelle Bedeutung fur die Erschliesung ganzer Erfahrungsbereiche haben. Schwerwiegende Defizite in der Beherrschung dieser Werkzeuge gefahrden in modernen Gesellschaften die Teilnahme an zentralen gesellschaftlichen Lebensbereichen und stellen Risikofaktoren individueller Lebensfuhrung dar. Ohne diese Basiskompetenzen konnen im Notfall nicht einmal die Einrichtungen des Wohlfahrtsstaates erfolgreich in Anspruch genommen werden. Insofern ist es sinnvoll, metaphorisch auch von mathematischer Literalitat —Mathematics Literacy — zu sprechen. Die Mathematik ist — jedenfalls auf elementarem Niveau — als Basisqualifikation gewissermasen Teil der kulturellen Alphabetisierung. Die Universalisierung und damit zugleich die Unverzichtbarkeit dieser Kulturwerkzeuge sind das Ergebnis eines Modernisierungsprozesses des 19. Jahrhunderts: der Durchsetzung der allgemeinen Schulpflicht.

Wilfried Bos

Papers

TIMSS/III Dritte Internationale Mathematik- und Naturwissenschaftsstudie — Mathematische und naturwissenschaftliche Bildung am Ende der Schullaufbahn

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

Mathematische und physikalische Kompetenzen am Ende der gymnasialen Oberstufe

School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Mathematische und naturwissenschaftliche Grundbildung : Konzeptuelle Grundlagen und die Erfassung und Skalierung von Kompetenzen