Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction     

Karen D. K?nings  Saskia Brand-Gruwel  Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762

Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.  相似文献   

Metacognitive scaffolding in an innovative learning arrangement     

Inge Molenaar  Carla A. M. van Boxtel  Peter J. C. Sleegers 《Instructional Science》2011,39(6):785-803

This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance, nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain knowledge and on the individual metacognitive knowledge acquired.  相似文献   

Parental sensitivity and attachment in children with autism spectrum disorder: comparison with children with mental retardation, with language delays, and with typical development     

van Ijzendoorn MH  Rutgers AH  Bakermans-Kranenburg MJ  Swinkels SH  van Daalen E  Dietz C  Naber FB  Buitelaar JK  van Engeland H 《Child development》2007,78(2):597-608

This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory.  相似文献   

Normative drift and self‐correction in scholarly book publishing: The case of Makerere University     

Franois van Schalkwyk 《Learned Publishing》2020,33(3):259-268

University academics face multiple pressures to publish. These pressures emanate from contexts with different, often competing, social norms, which result in academics publishing for reasons that may run counter to accepted scientific practice. This paper asks what decisions are being taken by academics when it comes to their choice of scholarly book publisher. An analysis of books selected from more than 2,500 self‐reported scholarly publications produced by academics at Makerere University in Uganda from 2011 to 2017 shows that 31 scholarly books were published. Of these books, more than half (54%) were published by publishers that do not follow accepted scholarly publishing practice. Findings also show that there was a sharp decline in books published with suspect publishers in the second half of the 7‐year period. The article discusses possible reasons for the selection of suspect publishers and considers four factors that may account for the observable decline: (1) a cyclical downturn, (2) improved research management and reporting, (3) explication of the norms of science, and (4) self‐correction.  相似文献   

Looking for Opinion Leaders: Traditional vs. Modern Measures in Traditional Societies   总被引：1，自引：0，他引：1  

Weimann  Gabriel; Tustin  Deon Harold; van Vuuren  Daan; Joubert  J. P. R. 《Int. Journal of Public Opinion Research》2007,19(2):173-190

Since the introduction of the opinion leadership conceptualization,both practitioners and academics have been keenly interestedin its applicability in modern society. Numerous studies havebeen conducted to identify potential opinion leaders, learnof the characteristics distinguishing them from their ‘followers,’and understand how they exert their personal influence to changeopinions and behaviors of the masses. Despite the growing researchon opinion leadership, the identification of appropriate opinionleaders for practical purposes continues to be a challenge.Several methods were used to identify opinion leaders. The existenceof numerous methods and their use in various societies, socialsettings and cultures and the variance across domains of opinionleadership raises questions on the applicability and validityof the modern, advanced measures when applied to other socialsettings. The present study is in fact a first attempt to applythe modern personality strength (PS) scale to a traditionalcommunity. The PS scale was found to be an efficient, valid,and useful instrument to identify opinion leaders in numerousstudies. However, it was always used, tested, and validatedin Western societies (e.g., Germany, USA, and Israel). Whenwe applied the method in the Skukuza community, a small villagein South Africa, the findings revealed the inapplicability ofthe scale in a traditional community. Several factors are suggestedto explain the futility of the PS scale in a traditional society.  相似文献   

Reading comprehension of deaf children with cochlear implants     

Vermeulen AM  van Bon W  Schreuder R  Knoors H  Snik A 《Journal of deaf studies and deaf education》2007,12(3):283-302

The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with implants were significantly better than those of deaf children without implants, although the performance in implant users was substantially lagging behind that in hearing children. Visual word recognition was better in children with CIs than in children without implants, in secondary education only. No difference in visual word recognition was found between the children with CIs and the hearing children, whereas the deaf children without implants showed a slightly poorer performance. The difference in reading comprehension performance of the deaf children with and without CIs remained present when visual word recognition was controlled for. This indicates that other reading-related skills were also contributing to the improved reading comprehension skills of deaf children with CIs.  相似文献   

Contract cheating and assessment design: exploring the relationship     

Tracey Bretag  Rowena Harper  Michael Burton  Cath Ellis  Philip Newton  Karen van Haeringen 《Assessment & Evaluation in Higher Education》2019,44(5):676-691

This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning.  相似文献   

How do practitioners in early years provision promote Fundamental British Values?     

Jennifer van Krieken Robson 《International Journal of Early Years Education》2019,27(1):95-110

In 2015, the United Kingdom government harnessed Early Childhood Education and Care (ECEC) providers to its anti-terrorism strategy by placing them within the scope of the Counter Terrorism and Security Act 2015. They became subject to the ‘Prevent Duty’ which requires them to have due regard to prevent people from being drawn into terrorism. However, the promotion of Fundamental British Values (FBV), as a specific measure to prevent young children being drawn into terrorism, has raised questions about the role of the ECEC sector as an instrument of counter terrorism policy. This paper analyses the ways in which early childhood practitioners mediated the requirement to promote FBV through their pedagogical practice. Although practitioners are commissioned to mediate specific values formulated in the political arena their response was complex and multi-layered. Whilst a public display of compliance to FBV was performative values education was an everyday pedagogical practice unconstrained by the instituted definitions of FBV. Practitioners deployed a contextual moral pedagogy where children construct understandings of moral values and practices characterised by rich democratic dialogues.  相似文献   

Type of education and civic and political attitudes     

Jacqueline Witschge  Jesper Rözer  Herman G. van de Werfhorst 《British Educational Research Journal》2019,45(2):298-319

In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation.  相似文献   

Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling     

Trynke Keuning  Marieke van Geel  Adrie Visscher  Jean‐Paul Fox 《Journal of Educational Measurement》2019,56(4):757-792

Data‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics.  相似文献