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2. Public Spending Efficiency: Institutional Indicators in Primary and Secondary Education. OECD Economics Department Working Papers, No. 543
- Author
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Organisation for Economic Cooperation and Development, Gonand, Frederic, Joumard, Isabelle, and Price, Robert
- Abstract
This paper presents composite indicators of the institutional and policy characteristics of educational systems, collated from the questionnaire responses of 26 Member countries. These indicators provide an overview of the institutional framework in the primary and secondary education sector and are constructed so as to be used for the analysis of international differences in spending efficiency. The key features of the institutional setting in the non-tertiary education sector are grouped under three headings: (1) the ability to prioritise and allocate resources efficiently (through decentralisation and mechanisms matching resources to specific needs); (2) the efficiency in managing spending at the local level (through outcome-focused policies and managerial autonomy), and (3) the efficiency in service provision (through benchmarking and user choice). For each country, an intermediate indicator is computed for each of these six institutional properties. Composite indicators then combine the six intermediate indicators of spending efficiency into a single, aggregate measure. Results are presented and some of their implications are discussed. Overall, the characteristics of the institutional framework in the non-tertiary public education sector seem to be very favourable, compared to OECD average, in the United Kingdom, Australia, Norway, Denmark and the Netherlands, whereas results are less favourable for the Czech Republic, Greece, Luxembourg, Japan, Turkey, Hungary, Belgium (French speaking community), Switzerland and Austria. (Contains 3 tables, 15 figures and 14 endnotes.) (Abstract altered to meet ERIC guidelines.)
- Published
- 2007
- Full Text
- View/download PDF
3. Identifying Difficulties and Best Practices in Catering to Diversity in CLIL: Instrument Design and Validation
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Pérez Cañado, María Luisa, Rascón Moreno, Diego, and Cueva López, Valentina
- Abstract
This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.
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- 2023
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- View/download PDF
4. Design, Development and Evaluation of a Field Learning Video Blog
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Petrovic, Otto
- Abstract
The research question in this paper is how a Field Learning Video Blog (FLvlog) has to be designed in order to optimize learning processes taking into account changed everyday communication habits of students. The system is designed to meet pedagogical as well as functional requirements for learning in fieldwork settings. The main difference to state-of-the-art learning management systems (LMS) is the ability of the FLvlog to upload fieldwork videos via smartphones and annotate them in graphical and textual form directly on the spot. A further difference is the ability to use dedicated smartphone applications for ethnographic research for data capturing with full integration into the FLvlog via software interfaces. During the fieldwork the students analyzed the experience of customers of parcel delivery companies using innovative delivery technologies as alternatives to traditional home delivery. Videos of the customer behavior were recorded and annotated by the students. The main learning aim was the application of technology acceptance models to analyze customer experience. After the fieldwork of several months, students evaluated the FLvlog in comparison to traditional paper-based case study learning. They examined the FLvlog with regard to activation, emotion, and satisfaction with the learning process, perceived learning success, and satisfaction with the FLvlog software superior to paper-based cases. From these results, implications for further improvement of the FLvlog were derived. [For the full proceedings, see ED571335.]
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- 2016
5. Improving Lectures and Practical Classes in Using an Automatically Feedback System.
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Bollin, Andreas
- Abstract
This paper presents a World Wide Web-based electronic feedback system for use in lectures and practical classes. The system is based on Java and provides a configurable feedback form, a managing tool for administrators, and a statistics viewer for presenting the generated statistical data in various ways. In addition, it generates a statistical history, which is an important instrument in comparing lectures and in tracing effects of improvements or alterations of the lecture. This paper shows how anonymity can be guaranteed to the user and outlines the resulting problems. It concludes with possible improvements to prepare the system for more general use. (Author/AEF)
- Published
- 1998
6. Does Augmented Reality Also Augment Knowledge Acquisition? Augmented Reality Compared to Reading in Learning about the Human Digestive System?
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Zumbach, Joerg, von Kotzebue, Lena, and Pirklbauer, Constanze
- Abstract
Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality-based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.
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- 2022
- Full Text
- View/download PDF
7. The Efficiency of Different Online Learning Media--An Empirical Study
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Köbler, Franziska J. and Nitzschner, Marco M.
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In the current study, it was examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English which is a foreign language to most of the German speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables (e.g. Thinking Styles and metacognitive evaluation) were controlled. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. [For complete proceedings, see ED557311.]
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- 2014
8. The Stereotypes in Pupil's Self Esteem
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Cankar, Franc, Žakelj, Amalija, and Grmek, Milena Ivanuš
- Abstract
Through the influences of our social environment, both boys and girls learn their sexual norms, specific rules and values from the early childhood. Hence, children grow up in the world of distinct sexual duality. In their efforts to act according to their sexual stereotypes, children adopt these widespread stereotyped conceptions in developing their self-image. This includes behaviour, emotions, and the role that each child connects with his/her own self - all in accordance with the accepted male and female image. In this comparative study, we tried to determine how fourteen-year-old schoolboys and schoolgirls in Slovene, Austrian and Croatian elementary schools evaluated the spheres of free time activities, domestic chores and schoolwork, and personal traits, characteristics and conduct. This study provides relevant information about the image of schoolboys and schoolgirls in the seventh grade, and shows the answers given by the girls are closely related to the sexual tendency of self-image and the image of the opposite sex. [For complete volume, see ED567040.]
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- 2012
9. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)
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- 2006
10. ICT and Schools: Identification of Factors Influencing the Use of New Media in Vocational Training Schools
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Totter, Alexandra, Stütz, Daniela, and Grote, Gudela
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In this paper, we analysed teachers' characteristics described in the literature on classroom media use to identify those factors, which can explain teachers' use of new media in classrooms with some degree of validity. Using this literature as a basis, in this paper we develop a theoretical model which describes both positive and negative factors, which influence teachers' use of new media in classrooms. These factors include: "constructivist teaching style", "willingness to cooperate", "openness to change", "lack of ICT-competence", "lack of time" and "lack of ICT confidence". We assessed the validity of the model by testing it using data collected from a survey of fifty-two Swiss and Austrian teachers, We carried out Pearson correlations to evaluate whether the factors in the model had a positive or a negative influence on teachers' classroom media use. The hypothesized correlations between our variables were all statistically significant. Specifically, all six variables were significantly correlated with the dependent variable "use of new media in classrooms". This result supported our hypothesis concerning positive and negative relationships between variables. In a second, exploratory investigation, we performed OLS regression analysis to investigate, which of the factors in our model are of predictive value with respect to the dependent variable "use of new media in classrooms". Our findings show that the variable "constructivist teaching style" was of particular explanatory value. This suggests that only teachers who adopt a pupil-oriented, constructivist teaching style are likely to make use of new technology in classrooms. The variable "lack of available time" was identified as a second important factor influencing the "use of new media in classrooms". This suggests that teachers are not able to make full use of new media when they lack the time needed to prepare teaching material using the new media, since time is also needed for teachers to learn new hardware and software computer skills. The results of this study have a series of important, practical implications.
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- 2006
11. Non-Technological Learning Environments in a Technological World: Flipping Comes to the Aid
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Froehlich, Dominik E.
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We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning "hands-on" with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.
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- 2018
12. School-Level Predictors for the Use of ICT in Schools and Students' CIL in International Comparison
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Gerick, Julia, Eickelmann, Birgit, and Bos, Wilfri
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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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- 2017
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13. Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers
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Riebenbauer, Elisabeth, Dreisiebner, Gernot, and Stock, Michaela
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The introduction to teaching is critical for novice teachers. Near the end of their master's program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1) providing feedback, (2) opportunities for reflection and (3) career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors) responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires) regarding the student teachers' perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher's and mentor's perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries) were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.
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- 2017
14. 'The More the Merrier'--Revisiting CLIL-Based Vocabulary Growth in Secondary Education
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Gierlinger, Erwin Maria and Wagner, Thomas Arno
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One crucial aspect of Content and Language Integrated Learning (CLIL)-based foreign language learning in instructional settings is vocabulary growth. As a consequence, research should be interested in how CLIL fosters vocabulary learning. Noticing an apparent shortage of data-driven quantitative research on vocabulary growth in this field of CLIL is, therefore, problematic. The present paper reports findings from a mixed-methods study of vocabulary growth in an Austrian lower secondary school CLIL setting, with English as the language of instruction and learning. The aim of the study was to analyse how the use of CLIL in the English classroom could benefit learners in their acquisition of vocabulary in the target language. First, a repeated-measure-design with experimental and control groups assessed receptive vocabulary growth by means of a standardized vocabulary size test. Second, students' questionnaire data as well as vocabulary profiling of the CLIL teachers' linguistic input explored possible covariates for the vocabulary test scores. We found that CLIL-related effects were only co-determined by input frequency, while extra-mural factors did not play any role in this study. As a consequence, overly optimistic expectations regarding the linguistic impact of CLIL in a mixed-ability setting guided by a predominantly implicit language teaching approach need to be re-evaluated critically.
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- 2016
15. Academic Generations and Academic Work: Patterns of Attitudes, Behaviors, and Research Productivity of Polish Academics after 1989
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Kwiek, Marek
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This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics ("academics under 40"), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).
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- 2015
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16. A Competence-Based Service for Supporting Self-Regulated Learning in Virtual Environments
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Nussbaumer, Alexander, Hillemann, Eva-Catherine, Gütl, Christian, and Albert, Dietrich
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This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based personalization and knowledge assessment, 3) an open learner model approach for visual interaction and feedback, and 4) a learning analytics approach for capturing relevant learner information required by the other components. The Web-based service provides a technical implementation of the conceptual approach, as well as a linkage to existing virtual environments used for learning purposes. The approach and service have been evaluated in user studies in university courses on computer science to demonstrate the usefulness of the overall approach and to get an understanding of some limitations.
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- 2015
17. First-Year Students' Priorities and Choices in STEM Studies--IRIS Findings from Germany and Austria
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Elster, D.
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IRIS (Interests and Recruitment in Science; http://iris.fp-7.org/about-iris/) is a European 7th framework project focusing on the challenge that only few young people in general, and women in particular, choose an education and career in science and technology. Project IRIS aims to contribute to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire information about the factors that influence the educational choice of young people, a questionnaire was developed by the IRIS consortium. The IRIS questionnaire is based on the model of achievement-related choices (Eccles, Barber, & Jozefowicz, 1999) and on the theory on the role of self-efficacy beliefs (Bandura, 1997). These theories provide a framework for investigating the central aspects that influence an individual's educational choice. This paper reports the experience and findings of the IRIS survey conducted in Austria and Germany. The data are based on a questionnaire survey with 3680 first-year students. Additionally, interview data from Austrian biology students contribute qualitative data about supportive and hindering factors that influences the study choice. The findings indicate that experiences in the secondary school and good teachers are important in choosing a STEM study. To prevent drop-out key factors are relevance of the study choice for the own life, social and academic integration and supportive mentoring systems.
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- 2014
18. 'CityVille': Collaborative Game Play, Communication and Skill Development in Social Networks
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Del-Moral, María-Esther and Guzmán-Duque, Alba-Patricia
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This paper has as its aim to analyze how CityVille, a videogame hosted on Facebook and oriented to the construction of a virtual city, can favor collaboration between gamers along with the exchange of strategies, equally contributing to learning transfer and skill acquisition. The first step consists in identifying the opportunities which the said game can offer in order to develop skills and promote learning formats linked with planning and resource management, after which a presentation is made of the opinions expressed by a sample of gamers (N = 105)--belonging to the Fans-CityVille community--about the priorities established by them to communicate with their neighbors and the skills that they believe to have acquired playing this game. 85.7% of them state that they communicate with others to share strategies and expand their city. Unlike women, who value collaboration, men prioritize competition. Designing their city has enhanced a number of gamer skills in different proportions: creative skills (71.4%); organizational ones (68.0%); skills associated with decision-making and problem-solving (67.0%); and interpersonal skills through interaction with others (61.9%). The CityVille game mode favors skill development and helps to create a ludic atmosphere of collaboration and optimal strategy exchange through communication between neighbors by strengthening their mutual relationships. Its formula moves away from the often-criticized competitive practices of other games.
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- 2014
19. Austrian future cubicle: commuting, e-commuting or both?
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Beno, Michal and Caganova, Dagmar
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ORGANIZATION management ,COMMUTING ,TELECOMMUTING ,QUESTIONNAIRES - Abstract
Austria tries to reach its decarbonisation targets by 2050. The significant attention lies in the carbon intensity of transport, with commuting of particular interest. The paper presents E-Commuting practices that are suitable tools to intervene in these journeys; however, it seems to be difficult. Exploring and understanding the commuting system of everyday lives is crucial. It is through this understanding that alternative avenues for intervention arise, for example into the practice of flexible working models. To understand the influence of e-commuting, the questionnaire via WhatsApp of 685 respondents was conducted, which considered an understanding of work and the commute necessary. The aim of the paper was to explore the workers' routines for in-office days and work-from-home days. The results show that the employees want to work remotely full or in hybrid mode and this trend is going forward. The employees are more productive with flexibility mode – 73.08%; they wish more flexibility in terms of returning to the cubicle – 71.79%; they desire the same amount of time of flexibility and going into the cubicle – 70.51%. Finally, in the case of any flexibility in their current organization, they would consider looking for another job that did not require return to the cubicle with the same salary – 53.85%. [ABSTRACT FROM AUTHOR]
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- 2023
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20. Digital Divide among Youth: Socio-Cultural Factors and Implications
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Parycek, Peter, Sachs, Michael, and Schossbock, Judith
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Purpose: This paper aims to examine socio-cultural differences in internet use (Digital Divide) among 14-year-old Austrian pupils, in particular usage scenarios and research competences. It is based on a paper presented at the International Association for the Development of the Information Society e-Society conference, 10-13 March 2011, Spain (Parycek "et al.", 2011). Design/methodology/approach: The interpretation follows the results of a study conducted in 2009 and 2010 in school computer labs. The study design includes an online survey, a questionnaire and a cloze test. Findings: The results give evidence that a Digital Divide in Austria exists even among teenagers, in particular in relation to gender, socio-economic status and school type. Research limitations/implications: As the survey was done with 14-year-old pupils, the results are limited to this age group. However, the target group enables researchers to relate the results to the main two school types in Austria, as pupils attend either of these schools at this age. Practical implications: The findings of the survey were communicated to the Federal Ministry for Education, Arts and Culture of Austria. They provide a basis for target-group specific projects aiming at enhancing e-literacy among Austrian youth. Originality/value: The focus on 14-year-old pupils allows for a more detailed analysis of the Digital Divide within this age group in three regions of Austria. The study provides detailed data on the search behavior of young people due to an integrated test element that tracked pupils' surf paths. (Contains 3 figures.)
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- 2011
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21. Professional Identity as the Key to Career Change Intention
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Khapova, Svetlana N., Arthur, Michael B., Wilderom, Celeste P. M., and Svensson, Jorgen S.
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Purpose: The purpose of this paper is to investigate career change intention and its predictors among career change seekers interested in a career opportunity in the information technology (IT) industry. Design/methodology/approach: Ajzen's theory of planned behavior (TPB) was used to predict career change intention in this group. In addition, we examined the role of professional identity in predicting career change intention. Data were collected in a sample of 225 aspiring IT professionals from four European countries: Austria, Greece, Italy and The Netherlands. Findings: The findings showed that among four variables assumed to predict career change intention, only professional identity appeared to be a significant predictor. Research limitations/implications: The study is limited by the use of career change seekers registered in one web-based recruiting system. Originality/value: The paper suggests a higher importance of professional identity in prediction of career change intention compared to other factors that constitute Ajzen's theory of planned behavior. (Contains 4 tables.)
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- 2007
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22. Implementation of the Bologna Objectives in a Sample of European Private Higher Education Institutions: Outcomes of a Survey
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Vlasceanu, Lazar and Voicu, Bogdan
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This paper presents the main results of a recent survey of private higher education institutions from twelve selected European countries (Austria, Germany, Italy, Spain, Portugal, Poland, Estonia, Bulgaria, Romania, Turkey, Ukraine, Russia) [in the framework of the UNESCO-CEPES project on "Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspectives of the Bologna process Objectives," designed and implemented in collaboration with "Leon Kozminski Academy of Entrepreneurship and Management (LKAEM) and the World Bank"]. After a brief review of the current incidence of private education in the selected European countries, the authors give a description of the survey. Then the main findings are structured according to the nine goals of the Bologna Process and their corresponding level of implementation in private higher education institutions, and also to provide comparisons with public higher education institutions. The paper concludes with a discussion of the results and with some general remarks about the role of private higher education institutions in building the EHEA. (Contains 14 tables, 12 footnotes and 3 figures.)
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- 2006
23. Initiating Transdisciplinarity in Academic Case Study Teaching: Experiences from a Regional Development Project in Salzburg, Austria
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Muhar, Andreas, Vilsmaier, Ulli, Glanzer, Michaela, and Freyer, Bernhard
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Purpose: The purpose of this paper is to describe experiences with the initiation of transdisciplinarity in academic case study teaching with special reference to regional planning, based on the case study "Leben 2014 (Life 2014)--perspectives for regional development in the national park region Ober-pinz-gau, Salzburg". Design/methodology/approach: The methodology used, was the evaluation of process steps of the project, based on the general project concept, protocols and questionnaires. Findings: A key for successful transdisciplinary cooperation is the integration of non-academic actors at an early stage of the project. Important principles are the implementation of a structure of communication and networking in the case study region and the definition of rules of collaboration. The establishment of personal relations and network building is indispensable in order to guarantee a constant and broad exchange between all participants. Joint decision-making processes are essential for stable cooperation, which includes a joint problem definition process at the outset of the case-study phase as well as joint responsibility for decisions and joint ownership of ideas during and after the case-study phase. Practical implications: Transdisciplinarity in case-study teaching also requires thorough preparation of academics. A constant discussion of different approaches to inter- and transdisciplinarity, the adaptation of existing conceptual frameworks to the specific requirements of the current case, the building of a committed teaching team and joint teaching of classes are all important. The careful selection of students and their specific preparation with respect to methodology and content are prerequisites for a successful outcome of a transdisciplinary case study. Originality/value: The paper describes the experience of initiating transdisciplinarity in academic case study teaching. (Contains 1 figure.)
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- 2006
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24. Weblogs in Higher Education: Why Do Students (Not) Blog?
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Andergassen, Monika, Behringer, Reinhold, Finlay, Janet, Gorra, Andrea, and Moore, David
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Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs in informal contexts, even when appropriate facilities are offered by their universities. While motivations for blogging have been subject to empirical studies, little research has addressed the issue of why students choose not to blog. This paper presents an empirical study undertaken to gain insights into the decision making process of students when deciding whether to keep a blog or not. A better understanding of students' motivations for (not) blogging may help decision makers at universities in the process of selecting, introducing, and maintaining similar services. As informal learning gains increased recognition, results of this study can help to advance appropriate designs of informal learning contexts in Higher Education. The method of ethnographic decision tree modeling was applied in an empirical study conducted at the Vienna University of Technology, Austria. Since 2004, the university has been offering free weblog accounts for all students and staff members upon entering school, not bound to any course or exam. Qualitative, open interviews were held with three active bloggers, three former bloggers, and three non-bloggers to elicit their decision criteria. Decision tree models were developed out of the interviews. It turned out that the modeling worked best when splitting the decision process into two parts: one model representing decisions on whether to start a weblog at all, and a second model representing criteria on whether to continue with a weblog once it was set up. The models were tested for their validity through questionnaires developed out of the decision tree models. 30 questionnaires have been distributed to bloggers, former bloggers and non-bloggers. Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors. (Contains 6 figures.)
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- 2009
25. Digital Technologies in a Design and Technology Lesson and Their Influence on a Learner's Situationally Perceived Value of a Task When Engaged in Inquiry-Based Learning
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Heindl, Manuela and Nader, Michael
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The motivation to engage in a task is directly related to its perceived value according to Deci & Ryan (1985). Increasing motivation can lead to a higher enhanced learning achievement for the student. The question is if using digital technologies in inquiry-based learning lessons influences the learners' situationally perceived value of the task and if a higher perceived value leads to a more successful learning outcome. 207 Pupils were questioned with the standardised IMI (Intrinsic Motivational Inventory) after carrying out an experiment in design and technology. The architectural science-based task was to build a bridge out of a couple of sheets of paper. Half of the class used digital technologies for their research and half of them functioned as the control group using traditional media. There was a significant difference between the two groups: the treatment group felt the task to be more valuable than the control group (t[subscript 188.920] = 2.504, p = 0.13). There was a correlation between a higher learning outcome and a higher perceived value of the task, which was considered to be small (r = 0.14, p = 0.45).
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- 2018
26. Pedagogical Differences and Similarities between Male and Female Educators, and Their Impact on Boys' and Girls' Behaviour in Early Childhood Education and Care Institutions in Austria
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Huber, Johannes and Traxl, Bernd
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Greater public and scholarly awareness of the educational influence of males (men and fathers) on child development has generated a parallel need for empirical research into the gender-related structure and dynamics of relationships between girls/boys and female/male educators in early childhood education institutions. The Austrian W-INN pilot study, carried out between 2010 and 2012, used a cross-sectional mixed-methods design (video-based observation and questionnaires) to research possible pedagogical differences and similarities between male and female educators, and their impact on boys' and girls' behaviour in early childhood education institutions. Ten Austrian Early Childhood Education and Care (ECEC) groups were recruited: 5 female-only and 5 mixed-gender teams of educators, 30 children (15 boys, 15 girls) aged 4-6. Analysis of data on educational dimensions reveal male and female educators hardly differ (the exception, men are significantly more permissive). Mixed-gender teams produce significantly greater social mobility among children than do female-only teams. Analysing children's behaviour towards educators, clear gender specific effects can be found across various levels of inquiry: girls react less obviously to an educator's gender; boys, especially, are drawn significantly more frequently to a man in the ECEC team. Implications for pedagogical professionalism as well as limitations of the results are discussed. [This article was translated by Richard N. Myers.]
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- 2018
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27. Understanding Depression in Adolescents: A Dynamic Psychosocial Web of Risk and Protective Factors
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Kassis, Wassilis, Artz, Sibylle, and White, Jennifer
- Abstract
Background: Adolescent depression has been recognized as a complex problem that presents a global public health challenge. Left undetected and untreated, depression can significantly reduce quality of life. Objective: The main purpose of this paper is to re-visit risk and protective factors for depression in adolescents with a specific focus on exploring the individual, familial, and social contexts of depression (especially high and very high depression levels) in a multi-country sample of youth in order to see if these factors are mitigated by cultural location. Methods: Questionnaire data from a cross-sectional study of a randomly selected sample of 5149 middle-school students from four EU-countries (Austria, Germany, Slovenia, and Spain) was used. Applying variance analysis, we examined the prediction strength for the observed risk and protective factors. Results: In all participating countries we show that in for both male and female adolescents, depression is linked to a broad range of interactive individual, and social protective and risk factors, such that even if the contribution of a single factor is low but still significant and this factor's prediction strength is low or moderate, taken together, the cumulative prediction strength of these factors yields a remarkably similar coefficient of determination of 42-49% in all samples. Conclusions: We have established a significant and relevant combination of the individual and social multifactorial risk and protective factors that characterize depression in adolescents of both genders, no matter their country of location and with that, we call for a multifaceted and comprehensive approach to mental health assessment, prevention and intervention.
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- 2017
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28. An Intensive Presentations Course in English for Aeronautical Engineering Students Using Cyclic Video Recordings
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Tatzl, Dietmar
- Abstract
This article presents the design and evaluation of an intensive presentations course for aeronautical engineering students based on cyclic video recordings. The target group of this course in English for specific purposes (ESP) were undergraduate final-year students who needed to improve their presentation and foreign language skills to prepare for graduation and the workplace or further studies. This evaluative practitioner case study employed a mixed-methods design relying on a tailored paper questionnaire survey, teacher-assessed final presentations and teacher observation in class. Respondents were asked to rate course-related statements on language learning and presentation skills development on a 5-point Likert scale. With two student year groups in consecutive years, attendance at and engagement in the course were high, and student evaluations (N = 41) suggested that the course had met its targets. Both the questionnaire ratings and the free verbal survey feedback were overwhelmingly positive and accorded with teacher-assessed student performance in the final presentations. The interactive, practice-oriented and video-backed design features, therefore, enabled students to develop their language as well as presentation skills through aviation-related contents. Even though the setting presented involves aeronautical engineering students, instructors in similar Science, Technology, Engineering and Mathematics (STEM) and other academic contexts will be able to adapt the concept behind this course to their own specific teaching situations.
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- 2017
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29. In-Depth Analysis of the Felder-Silverman Learning Style Dimensions
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Graf, Sabine, Viola, Silvia Rita, Leo, Tommaso, and Kinshuk
- Abstract
Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model (FSLSM) in order to provide a more detailed description of learning style dimensions. The analyses show the most representative characteristics of each learning style dimension as well as how representative these characteristics are. As a result, we provide additional information about the learning style dimensions of FSLSM. This information is especially important when learning styles are incorporated in technology-enhanced learning. (Contains 4 tables.)
- Published
- 2007
30. Lifelong Mathematics Learning--A Threat or an Opportunity? Some Remarks on Affective Conditions in Mathematics Courses
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Schlöglmann, Wolfgang
- Abstract
In the last decades of the 20th century lifelong learning became a key concept for solving social and economic problems in highly industrialized countries. Lifelong learning was the societal response to conditions in a rapidly changing economic world. Humans have always learned in the normal course of their lives, but this learning was informal. Modern conditions require formal education in formal courses with a controlled output. In many reports by international organizations lifelong learning is seen as a necessity and also as an opportunity for adult learners. But does this picture reflect the affective situation of all adults in mathematics courses? Many adult learners in mathematics courses are unemployed, and instead of being willing participants, they were forced into courses which include mathematics as a compulsory component. They have not chosen to participate in a learning program. This paper discusses the motives of adult learners for pursuing mathematics courses, as well as their emotional state in these courses, by using the results of a previous empirical study of the state of mathematics education within the Austrian adult education system.
- Published
- 2006
31. Questioning Discrimination through Critical Media Literacy. Findings from Seven European Countries
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Ranieri, Maria and Fabbro, Francesco
- Abstract
This paper presents the main findings of an action-research study that took place in seven European countries in order to develop effective educational responses to prevent and combat discrimination. The study entailed the design of media and citizenship education activities, their implementation in the different educational contexts and the evaluation of their effectiveness in raising young people's awareness of discrimination. The results of the study shed light both on the advantages and constraints of educational practice, variations that often depend on the specific cultural and social context. On the one hand, the analysis and the evaluation of educational experiences suggest that critical media literacy can enable the development of critical reading/viewing skills as well as acts of participatory and inclusive citizenship that question derogative and essentialist media representations of the Other. On the other hand, the results highlight the difficulty of promoting young people's awareness of discrimination through active methods of teaching and learning or through media content which is far from young people's experience, interests and concerns.
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- 2016
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32. Evaluation of Intercultural Instructional Multimedia Material on Implicit Xenophobic Cognition: Short Time Effects on Implicit Information Processing
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Zumbach, Joerg, Schrangl, Gerhard, Mortensen, Chad, and Moser, Stephanie
- Abstract
Considering xenophobic attacks against foreigners and ethnic or religious motivated wars, there is a need for educational concepts to extinguish xenophobia. A model describing the cognitive processes involved in Xenophobic cognition was developed. Instructional multimedia material that discussed various forms of alienation was developed and evaluated. The computer program was based on research findings and proven intercultural teaching strategies. To evaluate the training sessions, methods were developed to measure attitudes toward foreigners. Based on a multi-method concept an evaluation-tool was created that validated the effectiveness of long-term intervention programs and short-term effects on an implicit level of awareness. The procedure used the implicit association test. The applied methods were evaluated in a study with 79 High School students (46.8% female; mean age = 14.13, SD = 1.16) within a one-factorial control group design. Although there were no significant results in explicit measures of attitude, there was a significant change in implicit measures showing a reduction of implicit xenophobic cognitive processes in the experimental group and an increase in the control group. Results imply that the chosen tutorial methods lead to a change in attitudes on trait and state-level regarding xenophobic self-concept. [This article has been retracted at the request of the authors. Due to highly unethical practices, which include data manipulation and falsification of results in this research, this article has been retracted. One of the conditions of the submission of a paper for publication is that authors declare explicitly that their work is original with the research results being conclusive from genuine research data. As such this article represents a severe abuse of the scientific publishing system. The editorial board takes a firm view on this matter and apologies are offered to readers of the journal that this was not detected during the submission process.]
- Published
- 2016
33. Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality
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König, Johannes and Pflanzl, Barbara
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Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a standardised paper-pencil test and the quality of their instruction rated by their students. A sample of 246 in-service teachers at vocational schools in Austria is used. Teachers' GPK positively correlates with students' perceptions of effective classroom management, generic teaching methods/teacher clarity and teacher-student relationships. Regression analysis shows that GPK is a significant predictor for instructional quality even when controlled for teacher education grades, teacher personality (Big-Five) and teaching experience. Implications of teachers' GPK as a resource for their teaching, limitations of the study and perspectives for future research are discussed.
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- 2016
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34. Young Science Journalism: Writing Popular Scientific Articles May Contribute to an Increase of High-School Students' Interest in the Natural Sciences
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Simon, Uwe K., Steindl, Hanna, Larcher, Nicole, Kulac, Helga, and Hotter, Annelies
- Abstract
Far too few high-school students choose subjects from the natural sciences (NaSc) for their majors in many countries. Even fewer study biology, chemistry or physics at university. Those, that do, often lack training to present and discuss scientific results and ideas in texts. To meet these challenges the center for didactics of biology of Graz University has set up the program "Young Science Journalism." This new workshop-based interdisciplinary concept was tested in an exploratory study with grade 10 students of one Austrian high school, engaging both the biology and the German teacher of the class. It was our aim to raise students' interest in the NaSc by encouraging them to write popular scientific articles about self-chosen topics, and to help them improve their writing competence. In this paper we focus on interest development through writing. Results from this pilot study were promising. Using a mixed-method approach (comparing pre- and post-test questionnaires and semi-structured interviews from different time points analyzed qualitatively), we found that almost all students valued the project-related work highly. Most of them showed higher interest in the NaSc at project end with girls, in average, seeming to profit more from project participation. We thus recommend integrating such writing tasks into school curricula to increase students' interest in NaSc or to even create new interest. Additionally, we introduce a network presentation of questionnaire data as a powerful tool to visualize the effect of an intervention on individual students and student profile groups.
- Published
- 2016
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35. Labeling Process and Its Effect on Teachers' Interactions with Emotionally Disturbed Children.
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Neubauer, Elfriede Ch
- Abstract
Sixty-eight kindergarten teachers (from a town in Austria) who had previously labeled selected students in their classes as either aggressive or socially competent completed a questionnaire and were observed in their classroom interactions. The questionnaire yielded biographical and sociographical data of the teachers, assessed teacher attitudes, and collected responses to nine descriptions of hypothetical problem situations with aggressive children. Teacher-child interactions were observed in a scenario in which teachers were asked to produce picture in concert with the children, using a large piece of paper mounted on the wall. Teacher behavior toward those children previously labeled aggressive was significantly less adequate (compared to behaviors toward those labeled socially competent) in terms of the following responses: reinforcement, punishment, ignoring, explaining, questions, and comments. (JW)
- Published
- 1986
36. Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
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Zehetmeier, Stefan, Andreitz, Irina, Erlacher, Willibald, and Rauch, Franz
- Abstract
This paper deals with the topic of professional development programmes' impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme's impact are provided and discussed. Moreover, implications for future programmes' planning and implementation are provided.
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- 2015
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37. Self-Assessments or Tests? Comparing Cross-National Differences in Patterns and Outcomes of Graduates' Skills Based on International Large-Scale Surveys
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Humburg, Martin and van der Velden, Rolf
- Abstract
In this paper an analysis is carried out whether objective tests and subjective self-assessments in international large-scale studies yield similar results when looking at cross-national differences in the effects of skills on earnings, and skills patterns across countries, fields of study and gender. The findings indicate that subjective skills measures do not correlate well with objective measures of similar constructs when looking at cross-national differences. Countrywise associations between subjective skills measures and earnings do not correlate well with those found using objective skills measures. Moreover, cross-national differences in the level of subjective skills measures do not correlate well with cross-national differences in skill levels based on objective tests. Nor do gender differences found using subjective skills measures correlate with those found using objective skills measures. This does not mean that self-assessments cannot be used, but they need to be restricted to analysing within-country differences. Within countries, self-assessments do a good job in predicting skills differences across fields of study and also in predicting the effect of skills on earnings. When comparing gender differences in skills levels within countries, however, one needs to be aware that females tend to overestimate their skills levels in typical "female" domains like literacy.
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- 2015
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38. Does Accountability Pressure through School Inspections Promote School Improvement?
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Altrichter, Herbert and Kemethofer, David
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"New" school inspections are essential parts of "evidence-based governance" concepts and have been implemented by many European countries as a major strategy to assure and improve the effectiveness and quality of their education systems. However, national inspection systems vary in their composition and in their contextual features. Using online survey data from approximately 2300 principals in 7 European countries, the paper explores the role of "accountability pressure" as an element for understanding the operation of inspection systems. The results indicate that principals who feel more "accountability pressure" are more attentive to the quality expectations communicated by inspections, more sensitive to stakeholders' reactions to inspection results, and more active with respect to improvement activities. However, also the number of unintended consequences is increasing with pressure. Inspection systems in different countries are seen by school leaders as applying differential degrees of "accountability pressure", which is reflected in system-specific amounts of improvement activities.
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- 2015
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39. An Examination of Public Opinion in Austria Towards Inclusion. Development of the 'Attitudes Towards Inclusion Scale'--ATIS
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Schwab, Susanne, Gebhardt, Markus, Ederer-Fick, Elfriede M., and Gasteiger Klicpera, Barbara
- Abstract
The "Attitudes Towards Integration Scale" (ATIS) assesses the attitude of the general public towards the school integration of children with disabilities. The scale was empirically created in a pilot study (n=351) and later used to survey 2158 people. The data from both surveys are analysed in the present paper; the results show that the scale exhibits acceptable internal consistency (Cronbach's [alpha]=0.83) and that the factorial structure of the scale can be considered as largely confirmed. Overall, the surveyed persons reported a positive attitude towards the school integration of children with disabilities. However, the form of the disability of the integrated child and the level of education as well as the participants' familiarity with the topic of integration of persons with disabilities, age and gender played a role in their assessment. In addition, the results show that pupils in general have a more negative attitude than students and employed persons. Sequence effects could also be shown. Inclusive education is seen as more positive when respondents are first asked to evaluate how a child with a disability gets on in an integrated class and have to evaluate later how a child with the same disability gets on in a special school setting of an integrated class. (Contains 5 tables.)
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- 2012
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40. The Effects of a Free School Choice Policy on Parents' School Choice Behaviour
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Altrichter, Herbert, Bacher, Johann, Beham, Martina, Nagy, Gertrud, and Wetzelhutter, Daniela
- Abstract
Recently, European school systems have seen various attempts to "modernise" their governance. Market and competition oriented reforms have not been central to governance innovation strategies in German speaking countries, however, their number and relevance is rising in recent years. A free school choice policy which abolishes "school districts" which legally define fixed school catchment areas was introduced in the school year of 2007/2008 in the Austrian city of Linz. The effects of the implementation of this policy on the primary school sector were studied by a standardised questionnaire administered to a representative sample of 3425 parents of five age groups of primary school children. The return rate was about 55%. By special measures during data collection a satisfactory representation of parents with migrant background was achieved. Three questions are discussed in the paper: (1) Is there a rise in "segregation in schools" as a result of free choice policy? (2) Is there a change in the "composition of the student population in different schools" as a result of free choice policy? (3) Is there a change in "parent school choice behaviour of" as a result of free choice policy? Our data indicates that segregation in primary schools with respect to ethnic and social family characteristics increases after the policy implementation, but the sample size is too small to find significant results. In addition, no significant change is observed in the social composition of schools. In accordance with the previous findings no significant modifications of choice behaviour occur for different ethnic or social groups after free choice. However changes in choice motives can be observed. (Contains 6 tables.)
- Published
- 2011
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41. Insights into the use of telemedicine in primary care in times of the SARS-CoV-2 pandemic - a cross-sectional analysis based on the international PRICOV-19 study in Austria.
- Author
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Stummer, Florian Odilo, Voggenberger, Lisa, Gomez Pellin, Maria de la Cruz, van Poel, Esther, Willems, Sara, and Hoffmann, Kathryn
- Subjects
GENERAL practitioners ,CROSS-sectional method ,CHRONIC diseases ,VIDEOCONFERENCING ,PRIMARY health care ,HEALTH literacy ,PSYCHOSOCIAL factors ,QUESTIONNAIRES ,RESEARCH funding ,GOVERNMENT aid ,STATISTICAL sampling ,TELEMEDICINE ,COVID-19 pandemic ,WORLD Wide Web ,SECONDARY analysis ,MENTAL illness - Abstract
Background: The SARS-CoV2 pandemic as well as the implementation of public health measures to decrease the spread of the virus re-sparked the call for "virtual" health or "distance" treatments. This paper aimed to assess the use of video consultations, the up-to-dateness of practice websites, and the views of GPs on whether eHealth is a positive aspect for the future of their practices in publicly -funded primary healthcare facilities in Austria. Methods: The cross-sectional online questionnaire, part of the PRICOV-19 study, was conducted from December 2020 until July 2021. We randomly recruited 176 GP practices across Austria. Descriptive statistics as well as binary logistic regression models were applied to examine the associations between telemedicine use and practice factors. Results: Compared with before the pandemic (3.8%), 7.6% of publicly funded GP practices have been using video consultations since the pandemic. In line with this, 93.9% of the practices had no increase in video consultation use. Fewer than half (44.3%) had an up-to-date webpage, and 27.8% assumed that the pandemic might have been a positive driver for eHealth in their practices. Positive associations with video consultation use could be found in practices with fewer patients aged 70 years and over than the average and more patients with chronic diseases than the average. Conclusion: The use of video consultations in general practice and the readiness for other telemedicine approaches are both very low in Austria. Austria has to urgently follow the example of countries with a transparent and comprehensive national digital health strategy that includes video consultation. Without a proper payment system, patient inclusion, and support with regard to administrative and organizational aspects, no substantial change will occur in spite of an increase in need due to the pandemic and changes in the patient population. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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42. Exploring the effectiveness of a fitness‐app prototype for home care service users in Austria and Italy.
- Author
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Trukeschitz, Birgit, Eisenberg, Siegfried, Schneider, Cornelia, and Schneider, Ulrike
- Subjects
STATISTICAL power analysis ,CONFIDENCE intervals ,MOBILE apps ,HOME care services ,MULTIVARIATE analysis ,PHYSICAL fitness ,RANDOMIZED controlled trials ,T-test (Statistics) ,HEALTH behavior ,QUESTIONNAIRES ,RESEARCH funding ,STATISTICAL sampling ,DATA analysis software ,LOGISTIC regression analysis ,STATISTICAL models ,BEHAVIOR modification - Abstract
An infinite number of fitness apps are available on various app stores. However, hardly any of them are fitted to the needs and requirements of care‐dependent people. This paper investigates the effectiveness of a customised fitness‐app prototype for increasing physical activity in home care service users. Home care service users from Austria and Italy were randomly assigned to two groups. In total, 216 participants were involved in the field trial, 104 received a tablet with the fitness app and an activity tracker (treatment group), 112 did not (control group). Regularity of physical activity, frequency of fitness exercises and walking behaviour were self‐reported by participants at baseline, after 4 months and after 8 months. In addition, the frequency of using the prototype was assessed based on the fitness app's logged usage data. We estimated multilevel mixed‐effects ordered logistic models to examine the effects of the intervention. After 4 months, the intervention increased the home care users' probability of agreeing strongly with being physically active on a regular basis by 28 percentage points (p < 0.001; 95% CI: 0.20, 0.36) and their probability of reporting to exercise more than once a week by 45 percentage points (p < 0.001; 95% CI: 0.32, 0.57). Walking behaviour was not affected on group‐level but improved for frequent users of the activity tracker. Frequent and regular users of the fitness app benefited most and effects persisted until the end of the 8 months controlled trial. Tailoring a fitness‐app prototype to the needs of care‐dependent people has the potential to support people with functional limitations to engage in a more active lifestyle. Future research is encouraged to seek further insights into how new technologies can support physical activities in people with long‐term care needs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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- View/download PDF
43. German translation of the PROMIS® pediatric anxiety, anger, depressive symptoms, fatigue, pain interference and peer relationships item banks.
- Author
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Devine, J., Kaman, A., Seum, T. L., Zoellner, F., Dabs, M., Ottova-Jordan, V., Schlepper, L. K., Haller, A.-C., Topf, S., Boecker, M., Schuchard, J., Forrest, C. B., and Ravens-Sieberer, Ulrike
- Subjects
ANXIETY diagnosis ,DIAGNOSIS of mental depression ,AFFINITY groups ,PAIN ,CAREGIVERS ,RESEARCH evaluation ,RESEARCH methodology evaluation ,RESEARCH methodology ,SELF-evaluation ,PEDIATRICS ,INTERVIEWING ,COGNITION ,QUESTIONNAIRES ,INTERPERSONAL relations ,SCALE analysis (Psychology) ,DESCRIPTIVE statistics ,ANGER ,FATIGUE (Physiology) ,PARENTS ,PROXY - Abstract
Background: The present study aimed at the translation and cross-cultural adaptation of six PROMIS
® pediatric self- and proxy- item banks and short forms to universal German: anxiety (ANX), anger (ANG), depressive symptoms (DEP), Fatigue (FAT), pain interference (P) and peer relationships (PR). Methods: Using standardized methodology approved by the PROMIS Statistical Center and in line with recommendations of the International Society for Pharmacoeconomics and Outcomes Research (ISPOR) PRO Translation Task Force, two translators for each German-speaking country (Germany, Austria, and Switzerland) commented on and rated the translation difficulty and provided forward translations, followed by a review and reconciliation phase. An independent translator performed back translations, which were reviewed and harmonized. The items were tested in cognitive interviews with 58 children and adolescents from Germany (16), Austria (22), and Switzerland (20) for the self-report and 42 parents and other caregivers (Germany (12), Austria (17), and Switzerland (13)) for the proxy-report. Results: Translators rated the translation difficulty of most items (95%) as easy or feasible. Pretesting showed that items of the universal German version were understood as they were intended, as only 14 out of 82 items of the self-report and 15 out of 82 items of the proxy-report versions required minor rewording. However, on average German translators rated the items more difficult to translate (M = 1.5, SD = 0.20) than the Austrian (M = 1.3, SD = 0.16) and the Swiss translators (M = 1.2, SD = 0.14) on a three-point Likert scale. Conclusions: The translated German short forms are ready for use by researchers and clinicians (https://www.healthmeasures.net/search-view-measures). Plain English summary: A multitude of questionnaires exist, which are not comparable due to different questions or no available translations. PROMIS is an initiative, which was funded by the National Institute of Health in the US, to build better, i.e., more precise and efficient questionnaires, which can be used and compared worldwide. The PROMIS questionnaires include paper-and-pencil short forms and computerized adaptive tests. So far numerous PROMIS surveys have been created using advanced methodologies. They can be used by health care professionals to assess different aspects of health and compare the results internationally. To allow for international comparability of studies using those questionnaires, they need to be translated. This study reports the thorough translation process of the US-American PROMIS® questionnaires measuring anxiety, anger, depressive symptoms, fatigue, pain interference, and peer relationships in children and adolescents into German. The translation included researchers, children, and parents from Germany, Austria, and Switzerland to ensure that the final German version is fully and equally well understood in all of those German-speaking countries. The article describes the translation process, so that the user can understand the translations and use them in an informed way. The translated German questionnaires are ready for use by researchers and clinicians. (https://www.healthmeasures.net/search-view-measures). [ABSTRACT FROM AUTHOR]- Published
- 2023
- Full Text
- View/download PDF
44. Ethical Conflicts in Healthcare Chaplaincy: Results of an Exploratory Survey Among Protestant Chaplains in Switzerland, Germany, and Austria.
- Author
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Farr, Sebastian, Roser, Traugott, and Coors, Michael
- Subjects
RESEARCH ,TERMINAL care ,MEDICAL ethics consultation ,ETHICS committees ,HOSPITAL chaplains ,CONFLICT of interests ,PSYCHOSOCIAL factors ,QUESTIONNAIRES ,INTERPROFESSIONAL relations ,RESEARCH funding ,PATIENT-professional relations ,SPIRITUAL care (Medical care) ,CHAPLAINS - Abstract
The paper reports the results of an exploratory online survey among German, Austrian, and Swiss hospital chaplains (n = 158, response rate 17%) to identify the ethical conflicts they encounter in their work. Respondents indicated that questions surrounding end-of-life care are predominant among the conflicts faced. Chaplains get involved with these conflicts most often through the patients themselves or through nursing staff. Most encounters occur during pastoral care visits rather than in structured forms of ethics consultation such as clinical ethics committees. The results add to the ongoing discussion of chaplains as agents in ethics consultation within healthcare systems as well as their specific role and contribution. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
45. Attitudes towards oldest‐old adults (age ≥80 years): A survey and international comparison between Swedish and Austrian nursing students.
- Author
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Heckemann, Birgit, Schüttengruber, Gerhilde, Wolf, Axel, Großschädl, Franziska, and Holmberg, Christopher
- Subjects
AGEISM ,CROSS-sectional method ,MULTIPLE regression analysis ,ATTITUDES toward aging ,REGRESSION analysis ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,NURSING students ,STUDENT attitudes ,AUSTRIANS ,LONGITUDINAL method - Abstract
Background and rationale: Ageism in nursing, particularly regarding oldest‐old adults (age ≥80 years), adversely affects patient safety and care quality. Nurse education can reduce ageist attitudes. Swedish and Austrian nursing students' attitudes towards adults age ≥80 years have not been assessed. Aims: To analyse attitudes towards adults age ≥80 years among nursing students from universities in Sweden and Austria. Design: A prospective cross‐sectional survey including the four‐factor, 26‐item validated Ageing Semantic Differential scale and demographic questions. Methods: A pen‐and‐paper survey was administered to nursing students at the Medical University of Graz, Austria (May–June 2019); an online survey was conducted at the University of Gothenburg, Sweden (January–June 2020). Demographic data were analysed descriptively; means and individual item ratings were calculated for each country. Multiple logistic regression was performed for each factor of the instrument: (1) Instrumentality, (2) Autonomy, (3) Acceptability and (4) Integrity. Six independent variables were included in the regression analysis. Results: In total, 136 Austrian and 222 Swedish students responded (88% women). Compared with Austrian students, Swedish students were older and had more positive attitudes about oldest‐old adults. Swedish students' median factor ratings (7‐point scale) were 3.62 (Factor 1), 3.50 (Factor 2), 2.71 (Factor 3) and 3.80 (Factor 4). Austrian students' median ratings were 4.25 (Factor 1), 3.83 (Factor 2), 3.28 (Factor 3) and 4.00 (Factor 4). Regression analyses showed that the variables country, older family member/acquaintance, and age were associated with the different factors. Discussion: Compared with Austrian students, Swedish students' attitudes towards oldest‐old adults were more favourable. We discussed the findings at individual, interpersonal/intergroup and societal/cultural levels and present implications for education and research. Conclusions: Nurse education should address ageism as a multilevel phenomenon, and include the person‐centred care perspective. Further research comparing nursing students' attitudes from different cultures is needed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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- View/download PDF
46. Caught between two fronts: successful aging in the time of COVID-19.
- Author
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Richter, Lukas and Heidinger, Theresa
- Subjects
QUALITY of life ,MENTAL health ,CHI-squared test ,STATISTICAL correlation ,INTERPERSONAL relations ,QUESTIONNAIRES ,STATISTICS ,DATA analysis ,ACTIVE aging ,COVID-19 ,SOCIAL distancing ,OLD age - Abstract
Purpose: The COVID-19 pandemic poses a great challenge for older people both in terms of the severity of the disease and the negative consequences of social distancing. Assumptions about negative effects on the lives of the elderly, affecting dimensions of successful aging (such as the preservation of social relationships), have thus far been hypothetical and have lacked empirical evidence. The aim of this paper is to shed empirical light on the effects of COVID-19 on the everyday life of older people against the background of the concept of successful aging. Design/methodology/approach: Data of a standardized, representative telephone survey with residents of Lower Austria, a county of Austria, were used for this secondary analysis. The sample included 521 persons of 60 years of age and older. For this paper, contingency analyses (χ² coefficients, z-tests using Bonferroni correction) and unidimensional correlational analyses were calculated. Findings: The empirical data show that successful aging along the three dimensions of successful aging is a challenge in the time of the COVID-19 pandemic – leaving the elderly caught between two fronts. Originality/value: The present work focusses on a unique moment in time, describing the changes to the lives of Austrian elderly because of the social distancing measures imposed to protect against the spread of COVID-19. These changes are discussed in the theoretical framework of successful aging. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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47. Effects of Early Toilet Training and Elimination Communication With Respect to Diaper Types.
- Author
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Geist, Barbara Katharina and Bammer-Zimmer, Roswitha
- Subjects
- *
TOILET training , *INFANT care , *ANALYSIS of variance , *URINATION , *AGE distribution , *DEFECATION , *FISHER exact test , *SLEEP , *T-test (Statistics) , *COMPARATIVE studies , *DIAPERS , *DIAPER rash , *QUESTIONNAIRES , *DESCRIPTIVE statistics , *CHI-squared test , *OINTMENTS , *DATA analysis software , *LOGISTIC regression analysis , *STATISTICAL models , *EDUCATIONAL outcomes , *PARENTS - Abstract
To investigate effects of diaper-free times, elimination communication (EC) and early toilet training, a web-based survey was conducted for caregivers. The more diaper-free times an infant experienced during day, the earlier it was toilet trained (P <.001), which was enhanced by the usage of cloth diapers. The amount of diaper-free times significantly reduced the caregiver's continuous sleep, the occurrence of rashes and balm usage (P <.001) and lead to a more regular defecation frequency. Cloth diaper usage had no effect on rashes or balm usage, but on diaper change rate (P <.001). We could show that, although not as effective as full-time EC, part-time EC is more effective if cloth diapers are used, provided they are changed frequently. Furthermore, EC causes a more regular defecation in infants between 1 and 2 years. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
48. Survey on structural preparedness for treatment of thoracic and abdominal trauma in German-speaking level 1 trauma centers.
- Author
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Scherer, Julian, Sprengel, Kai, Simmen, Hans-Peter, Pape, Hans-Christoph, and Osterhoff, Georg
- Subjects
HOSPITAL emergency services ,TRAUMA centers ,OPERATIVE surgery ,CHEST injuries ,THORACOTOMY ,EMERGENCY management ,QUESTIONNAIRES ,ABDOMINAL surgery ,DESCRIPTIVE statistics ,ABDOMINAL injuries ,DATA analysis software ,JOB performance ,TRAUMA registries - Abstract
Introduction: Increasing sub-specialization has reduced the number of general surgeons involved in the care of trauma patients in German-speaking countries (Germany, Austria and Switzerland) over the past decades. Thus, the aim of this study was to assess, to what extent level 1 trauma centers are still prepared to provide immediate emergency surgery in patients with thoracic or abdominal trauma. Methods: Web-based and paper questionnaires were sent to all level 1 trauma centers participating in the TraumaRegister DGU® (TR-DGU) in Germany, Austria, and Switzerland from Feb 2017 to Sep 2017. The centers were asked about the presence or availability of surgeons who were able to perform an emergency laparotomy or thoracotomy. Results: Of all 117 level 1 trauma centers participating in the TR-DGU in Germany, Austria, and Switzerland, 97 (83%) gave a response. A board-certified surgeon who is able to perform an emergency laparotomy is present 24 h/7 days a week in 72% of the centers (emergency thoracotomy: 57%). In centers where no such surgeon was present the whole time, the mean maximum time of arrival of the surgeon on call was 18.9 min (SD 7.0, range 10–40 min) regarding the ability to perform an emergency laparotomy and 19.9 min (SD 7.0, range 10–40 min) regarding the emergency thoracotomy. Conclusion: The majority of level 1 trauma centers in Germany, Switzerland, and Austria in the TR-DGU seem to be well prepared to treat severe injuries of the abdominal and thoracic cavities. In some centers, however, a surgeon able to perform an emergency laparotomy or thoracotomy is not available within 30 min. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Developing and validating a self-assessment tool for health promotion competencies with training participants in Austria.
- Author
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Lang, Gert
- Subjects
EXPERIMENTAL design ,WORK environment ,RELIABILITY (Personality trait) ,STRUCTURAL equation modeling ,RESEARCH evaluation ,CONFIDENCE intervals ,RESEARCH methodology ,RESEARCH methodology evaluation ,SELF-evaluation ,PSYCHOMETRICS ,MULTITRAIT multimethod techniques ,PRE-tests & post-tests ,DESCRIPTIVE statistics ,CHI-squared test ,QUESTIONNAIRES ,JOB performance ,HEALTH promotion ,LONGITUDINAL method - Abstract
A key objective of health promotion capacity building and professional development programmes is to enhance competencies in the workforce or training participants. The goal of this study was to investigate and validate the psychometric properties of a recently developed self-assessment tool, based on 'The CompHP core competencies framework for health promotion', to establish whether it is suitable for evaluating training. The tool was employed in 2018 to evaluate two different programmes, with 584 participants submitting their assessment and evaluation of 77 different health promotion training courses in a paper and pencil questionnaire. Longitudinal data were available for 148 participants in the programme for workplace health promotion because they completed an online questionnaire beforehand. The reliability and validity of the assessment tool were tested in several confirmatory factor analyses and structural equation models. Structurally, there was a significant increase in health promotion competencies when comparing measurements before and after training. Furthermore, participants were shown to have different levels of competencies due to their prior knowledge, the format of the course or the professional development programme attended but not based on gender, age or sector. The results justify the creation of an overall scale to assess core health promotion competencies that are suitable for evaluating training courses. However, various methodological issues need to be considered in future applications including decisions about the design of the study (e.g. pre–post test, control groups), type of measurements (e.g. general and specific instrument, background information) and depth of analysis (e.g. confirmatory model and invariance testing). [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
50. Kurzversion der 2. Auflage der deutsch-österreichischen S3-Leitlinie „Infarkt-bedingter Kardiogener Schock – Diagnose, Monitoring und Therapie“.
- Author
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Werdan, K., Boeken, U., Briegel, M. J., Buerke, M., Geppert, A., Janssens, U., Kelm, M., Michels, G., Pilarczyk, K., Schlitt, A., Thiele, H., Willems, S., Zeymer, U., Zwißler, B., Delle-Karth, G., Ferrari, M., Figulla, H., Heller, A., Hindricks, G., and Pichler-Cetin, E.
- Subjects
MYOCARDIAL infarction treatment ,MYOCARDIAL infarction complications ,MYOCARDIAL infarction diagnosis ,CARDIAC surgery ,CARDIOGENIC shock ,CRITICAL care medicine ,QUESTIONNAIRES - Abstract
Copyright of Anaesthesist is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
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