Effects of Schools,Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School Outcomes   总被引：1，自引：0，他引：1  

Marie-Christine Opdenakker  Jan Van Damme 《School Effectiveness & School Improvement》2013,24(2):165-196

In this article, effects of schools, teaching staff and classes on achievement and on the well-being of pupils at the end of their first grade in secondary education in Belgium are explored by means of multilevel analysis. Our study affirms that the relative influence of classes and schools on achievement is much higher than on well-being. We find that schools and classes have main and interaction effects on both outcomes. However, the interaction effects on well-being are limited to a few class-pupil interactions. Our results indicate that achievement and well-being can be considered as two different, distinctive school and class outcomes and that the school characteristics investigated act differently on these outcomes. Some school characteristics are always effective independent of the outcome criterium, while the effectiveness of other school characteristics depends on the criterium considered.  相似文献   

Improving reading achievements of struggling learners     

Mieke Van Houtte 《School Effectiveness & School Improvement》2013,24(1):71-89

This article questions whether culture and climate can be considered interchangeable concepts in school effectiveness research. Hereto both are compared by describing them thoroughly and reviewing their main advantages and disadvantages. It is argued that the two are different. Preference is given to culture as more suitable and more accurate for examining a school's cognitive structures. Climate, encompassing culture, should be reserved for picturing the school in its entirety.  相似文献   

Innovating Education Through the Use of New Technologies: Reflections from the Field (Part 1)     

Christel Claeys  Joost Lowyck  Georges Van der Perre 《Educational Media International》2013,50(3):144-152

Abstract

A series of in‐depth interviews was conducted with a sample of 65 experts on the challenges and opportunities of introducing Information and Communications Technology (ICT) into education. Interviewees were chosen for their expertise in the field, and the interviews reflect mainstream ideas and concerns on learning and learning support of the future, challenges and emerging changes at the organizational level of the educational institution, and new tasks and responsibilities for educational policy makers.  相似文献   

An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge     

Xianwei Y. Van Harpen  Norma C. Presmeg 《Educational Studies in Mathematics》2013,83(1):117-132

The importance of students’ problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students’ mathematical content knowledge could be highly related to creativity in mathematics, too. This paper reports on a study that investigated USA and Chinese high school students’ mathematical content knowledge, their abilities in mathematical problem posing, and the relationships between students’ mathematical content knowledge and their problem-posing abilities in mathematics.  相似文献   

Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study     

Xenia Vamvakoussi  Wim Van Dooren  Lieven Verschaffel 《Educational Studies in Mathematics》2013,82(2):323-330

This study tested the hypothesis that intuitions about the effect of operations, e.g., “addition makes bigger” and “division makes smaller”, are still present in educated adults, even after years of instruction. To establish the intuitive character, we applied a reaction time methodology, grounded in dual process theories of reasoning. Educated adult participants were asked to judge the correctness of statements about the effect of operations. Their accuracy and reaction times were measured. For items where the correct answer was not in line with the assumed intuitions, more mistakes were observed; moreover, we found longer reaction times for correct responses, indicating that these intuitions interfere in participants’ reasoning on these tasks, even when they provide a correct response.  相似文献   

Instructional development in higher education: impact on teachers’ teaching behaviour as perceived by students     

Ann Stes  Liesje Coertjens  Peter Van Petegem 《Instructional Science》2013,41(6):1103-1126

Although instructional development has become an important topic in higher education, little is known about the impact on teaching practice. In this study we investigate the impact of instructional development on teachers’ teaching behaviour as perceived by students. Quantitative student data were assembled for 15 experimental and 12 control teachers. 45 experimental students and 27 control students were interviewed. Repeated measures analyses of variance and analyses of covariance showed no statistically significant impact of instructional development on teaching behaviour. The analysis of the qualitative data sustained this result. Several interpretations and perspectives for further research as well as for the planning of instructional development are discussed.  相似文献   

Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?     

H. Van Steenbrugge  M. Valcke  A. Desoete 《课程研究杂志》2013,45(3):322-353

The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers’ views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers’ views of mathematics textbook series, the question ‘Does it really matter which mathematics textbook series schools choose’ has to be answered positively. Implications of the findings are discussed.  相似文献   

Multimodal Versus Unimodal Instruction in a Complex Learning Context     

Mark Gellevij  Hans Van Der Meij  Ton De Jong  Jules Pieters 《Journal of Experimental Education》2013,81(3):215-239

Multimodal instruction with text and pictures was compared with uni-modal, text-only instruction. More specifically, 44 students used a visual or a textual manual to learn a complex software application. During 2 103-116-min training sessions, cognitive load, and time and ability to recover from errors were measured. After training, the authors tested students' learning on trained and untrained tasks. The results for cognitive load, training time, and learning effects initially supported dual coding theory. The results show that even in this complex situation, multimodal instruction led to a better performance than unimodal instruction. That is, the multimodal manual led to a stronger mental model of the computer program, improved identification of window elements and objects, and speeded up the location of window elements and objects.  相似文献   

The Reliability and Permanence of Vocational Interests of Adolescents     

Katherine Van Fridagh Taylor 《Journal of Experimental Education》2013,81(1):81-87

The University of San Francisco is conducting a 5-year evaluation of its new baccalaureate professional nursing education curriculum. Graduates of the old and the new curriculum are being compared, and one class (1972) is being followed from the freshman year to one year following graduation. There are approximately ninety students in each class (1969-1974) . The Q-technique is one of the devices being used to assess student perceptions of the curriculum. The 72-item Q-sort is administered to each class (sophomore, junior, senior) in the spring of each year and is sorted twice by each respondent at one sitting: first, in terms of the curriculum as it is; second, as the students would like it to be. This double sort at one sitting is unique. A rank ordering of the items by mean scores and intercorrelations of cluster findings are presented. Use of the double Q-sort as a research tool appears to be an effective device for measuring the degree of agreement and diversity of student perceptions of the curriculum.  相似文献   

Instructional development for early career academics: an overview of impact     

Ann Stes  Peter Van Petegem 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):459-474

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