The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES…

The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education…

Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a…

The study presented here is an elaboration on recent educational effectiveness research focusing on long-term school effects. Central in this study is the approach to teaching at secondary schools and its relation to student perception of the fit between school and university and 1st-year academic achievement. Based on previous research, a coding…

As the number of online degree programs continues to grow, one of the greatest challenges is developing a sense of community among learners who do not convene at the same time and place. This study examined the sense of community among medical professionals in an online graduate program for healthcare professionals. We took the sample from a fully…

In this paper we describe the development and refinement of "evidence rules" and "measurement models" within the "evidence model" of the "evidence-centered design" (ECD) framework in the context of the "Packet Tracer" digital learning environment of the "Cisco Networking Academy." Using…

Investigated gender-related differences in the process of solving routine word problems using a nine-step strategy in (n=153) sixth- and (n=149) eighth-grade students. Females were slightly better than males at following the prescribed problem-solving process. Includes test items. (39 references) (MKR)