Assessment experiences in the workplace: a comparative study between clinical educators’ and their students’ perceptions     

Franziska Trede  Maria Mischo-Kelling  Eva Maria Gasser  Stefania Pulcini 《Assessment & Evaluation in Higher Education》2015,40(7):1002-1016

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Combining Multiple External Representations and Refutational Text: An Intervention on Learning to Interpret Box Plots     

Stephanie Lem  Goya Kempen  Eva Ceulemans  Patrick Onghena  Lieven Verschaffel  Wim Van Dooren 《International Journal of Science and Mathematics Education》2015,13(4):909-926

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Democracy,caring and competence: values perspectives in ECEC curricula in the Nordic countries     

Johanna Einarsdottir  Anna-Maija Purola  Eva Marianne Johansson  Stig Broström  Anette Emilson 《International Journal of Early Years Education》2015,23(1):97-114

The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills.  相似文献   

Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument     

Eva Kyndt  Ine Janssens  Liesje Coertjens  David Gijbels  Vincent Donche  Peter Van Petegem 《Vocations and Learning》2014,7(3):365-392

The current study reports on the process of developing a self-assessment instrument for vocational education students’ generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human resource services. A first version of the questionnaire was presented to 26 students and 5 recent graduates who were asked to comment on the items. The pilot version of the questionnaire was completed by 826 students. Half of the data were used to explore the structure of the questionnaire (n?=?413) and the other half were used to confirm the structure (n?=?413). The results showed that 8 factors could be distinguished. Further analysis reduced this to 7 usable factors: empathy, listening, assertiveness, professional attitude, problem solving, cooperation ability and, planning and prioritising. The revised questionnaire containing 44 items was tested a second time to determine the stability and measurement invariance of the instrument. In total, 456 students from the first sample completed the questionnaire. The structure was confirmed and measurement invariance across students with and without working experience was established.  相似文献   

Investigating Team Learning in a Military Context     

Marlies Veestraeten  Eva Kyndt  Filip Dochy 《Vocations and Learning》2014,7(1):75-100

As teams have become fundamental parts of today’s organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was originally developed and tested in an educational context. This team learning model includes several socio-cognitive factors that precede, constitute, and result from team learning behaviour. Findings based on path analyses indicate that psychological safety, social cohesion and group potency are positively related to team learning behaviour in military teams. In addition, team learning behaviour does not only foster the construction of mutually shared cognition and transactive memory systems, but also relates positively to the effectiveness of military teams.  相似文献   

Literacy and capital in immigrant youths' online networks across countries     

Wan Shun Eva Lam 《Learning, Media and Technology》2014,39(4):488-506

Communication technologies are playing an increasingly prominent role in facilitating immigrants' social networks across countries and the transnational positioning of immigrant youth in their online language and literacy practices. Drawing from a comparative case study of the digital literacy practices of immigrant youth of Chinese descent, this paper examines the cross-border social relationships that are fostered between the youth and their peers in their natal country through the use of instant messaging and other online media. Using Pierre Bourdieu's capital and field theory, and the concept of social capital, this paper considers how literacy development in transnational contexts constitutes the production of social and cultural capital. It argues that the youths' online literacy practices need to be understood within the particular social fields in which they are situated and how they allow the youth to navigate and take up position within social fields that cross national boundaries.  相似文献   

Stimulators and barriers towards social innovations in public libraries: Qualitative research study     

Ladislava Zbiejczuk Suchá  Eliška Bartošová  Roman Novotný  Jiřina Bělehradová Svitáková  Tomáš Štefek  Eva Víchová 《Library & information science research》2021,43(1):101068

Public libraries have a huge potential to be creators and facilitators of social innovation in communities and society. Qualitative research based on interviews with 27 librarians showed that social innovation in libraries can take the form of educational and cultural activities, leisure and networking activities and social support services. The main goal of the research was to find out what factors support and make these innovations difficult in public libraries. A four-layer model of barriers and stimulators for social innovation is presented, which includes structural, local, organizational and personnel levels. The model could serve to inform librarians, their stakeholders and governments about all levels of barriers and stimulators connected to innovation of library services and social re-positioning of public libraries in the future.  相似文献   

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment     

Meredith  Chloé  Moolenaar  Nienke  Struyve  Charlotte  Vandecandelaere  Machteld  Gielen  Sarah  Kyndt  Eva 《European Journal of Psychology of Education - EJPE》2023,38(1):43-62

European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school...  相似文献   

Lay perceptions of collectives at the outbreak of the H1N1 epidemic: heroes, villains and victims     

Wagner-Egger P  Bangerter A  Gilles I  Green E  Rigaud D  Krings F  Staerklé C  Clémence A 《Public understanding of science (Bristol, England)》2011,20(4):461-476

Lay perceptions of collectives (e.g., groups, organizations, countries) implicated in the 2009 H1N1 outbreak were studied. Collectives serve symbolic functions to help laypersons make sense of the uncertainty involved in a disease outbreak. We argue that lay representations are dramatized, featuring characters like heroes, villains and victims. In interviews conducted soon after the outbreak, 47 Swiss respondents discussed the risk posed by H1N1, its origins and effects, and protective measures. Countries were the most frequent collectives mentioned. Poor, underdeveloped countries were depicted as victims, albeit ambivalently, as they were viewed as partly responsible for their own plight. Experts (physicians, researchers) and political and health authorities were depicted as heroes. Two villains emerged: the media (viewed as fear mongering or as a puppet serving powerful interests) and private corporations (e.g., the pharmaceutical industry). Laypersons' framing of disease threat diverges substantially from official perspectives.  相似文献   

The Evolution of the UK’s Research Assessment Exercise: Publications,Performance and Perceptions   总被引：1，自引：0，他引：1  

Valerie Bence  Charles Oppenheim 《Journal of educational administration and history》2005,37(2):137-155

This article examines how the UK Research Assessment Exercise (RAE), along with the development of performance indicators, fits into the production of research within a changing policy context. The historical evolution of the RAE from 1985–2001 is considered, before looking specifically at how research output (in the form of journal publications) was, and is, assessed. Changes in process and output measurements necessitated a move from quantitative to quality evaluation, which affected both academic publishing and the role of journals within the RAE. The issue of quality – in terms of perceptions and performance – as applied to both is explored.  相似文献