Becoming original: effects of strategy instruction     

Marie-Thérèse van de Kamp  Wilfried Admiraal  Gert Rijlaarsdam 《Instructional Science》2016,44(6):543-566

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Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers     

Michelle Helms-Lorenz  Wim van de Grift  Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204

The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3.  相似文献   

Phonemic Analysis: effects of word properties     

Robert Schreuder  Wim H. J. van Bon 《Journal of Research in Reading》1989,12(1):59-78

The relation between performance in phonemic segmentation and reading and writing ability is discussed. Not much is known about how segmentation is carried out and which word properties influence performance. Therefore, effects of word properties (length, CV structure, syllabic structure, meaning) were investigated in two experiments. Strong indications were obtained that an onset-rime distinction is relevant for the process of segmentation. The meaning of a word appears to have no influence. The decentration hypothesis can therefore be abandoned as an explanation for segmentation difficulties. Effects of length and syllabic boundary can be explained by the (disruptive) effect of consonant clusters, which are not only difficult to segment themselves, but also adversely affect the processing of segments earlier in the word. This leads to the conclusion that a simple, strictly serial model for segmentation cannot be adequate. The results furthermore suggest that an articulatory rather than a phonological code is the object of segmentation.  相似文献   

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support     

Joep van der Graaf  Eva van de Sande  Martine Gijsel  Eliane Segers 《International Journal of Science Education》2019,41(9):1119-1138

Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective.  相似文献   

Developmental trajectories of externalizing behaviors in childhood and adolescence   总被引：11，自引：0，他引：11  

Bongers IL  Koot HM  van der Ende J  Verhulst FC 《Child development》2004,75(5):1523-1537

This article describes the average and group-based developmental trajectories of aggression, opposition, property violations, and status violations using parent reports of externalizing behaviors on a longitudinal multiple birth cohort study of 2,076 children aged 4 to 18 years. Trajectories were estimated from multilevel growth curve analyses and semiparametric mixture models. Overall, males showed higher levels of externalizing behavior than did females. Aggression, opposition, and property violations decreased on average, whereas status violations increased over time. Group-based trajectories followed the shape of the average curves at different levels and were similar for males and females. The trajectories found in this study provide a basis against which deviations from the expected developmental course can be identified and classified as deviant or nondeviant.  相似文献   

LEGIBILITY FACTORS IN TV TYPOGRAPHY     

Robert van den Elzen 《Learning, Media and Technology》1977,3(4):119-122

Although no single formula for legibility is offered, several contributory factors are offered, together with comments on optimum conditions  相似文献   

Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)     

Simons  Mathea  Coetzee  Stephen  Baeten  Marlies  Schmulian  Astrid 《Learning Environments Research》2020,23(1):45-58

Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team...  相似文献   

Teachers’ motives for learning in networks: costs,rewards and community interest     

Antoine van den Beemt  Evelien Ketelaar  Isabelle Diepstraten  Maarten de Laat 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):31-46

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.  相似文献   

Hovering on the periphery? ‘Decolonising’ writing for academic journals     

Sheila Trahar  Adisorn Juntrasook  James Burford  Astrid von Kotze  Danny Wildemeersch 《Compare》2019,49(1):149-167

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Rethinking the Role of Information Technology-Based Research Tools in Students’ Development of Scientific Literacy     

Michiel van Eijck  Wolff-Michael Roth 《Journal of Science Education and Technology》2007,16(3):225-238

Given the central place IT-based research tools take in scientific research, the marginal role such tools currently play in science curricula is dissatisfying from the perspective of making students scientifically literate. To appropriately frame the role of IT-based research tools in science curricula, we propose a framework that is developed to understand the use of tools in human activity, namely cultural-historical activity theory (CHAT). Accordingly, IT-based research tools constitute central moments of scientific research activity and neither can be seen apart from its objectives, nor can it be considered apart from the cultural-historical determined forms of activity (praxis) in which human subjects participate. Based on empirical data involving students participating in research activity, we point out how an appropriate account of IT-based research tools involves subjects’ use of tools with respect to the objectives of research activity and the contribution to the praxis of research. We propose to reconceptualize the role of IT-based research tools as contributing to scientific literacy if students apply these tools with respect to the objectives of the research activity and contribute to praxis of research by evaluating and modifying the application of these tools. We conclude this paper by sketching the educational implications of this reconceptualized role of IT-based research tools.  相似文献