Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison     

van Weijen  Daphne  Rijlaarsdam  Gert  van den Bergh  Huub 《Reading and writing》2019,32(6):1635-1655

The aim of this study was to test whether Cummins’ Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers’ text quality, source use and argumentation behavior are related in L1 and L2, how effective writers’ behavior is and whether their L2 proficiency influenced the relations between them. To answer these questions, twenty students wrote four short argumentative source based essays each in L1 (Dutch) and four in L2 (English). A within-writer cross-linguistic comparison of their texts revealed that their L1 and L2 writing competencies appear to be related. Furthermore, writers’ source use behavior differed to some extent between languages, but the strong positive correlations found between source use features suggest that in most cases this was more a person than a language effect. Similarly, for argumentation behavior, results showed some learner specific features (e.g. inclusion of titles and reference lists), but differences between languages for others (e.g. the inclusion of both arguments and counter-arguments). Effects of the different source use and argumentation features studied on text quality were limited and no clear effect of L2 proficiency on writers’ behavior or their influence on text quality were found. Overall, in line with earlier research, these findings provide some additional support for Cummins’ LIH and the idea that writers might have a common underlying source for writing related knowledge and practices which they can apply in multiple languages.

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Why the nature of educational research should remain contested: A statement from the new editors of the British Educational Research Journal          下载免费PDF全文

David Aldridge  Gert Biesta  Ourania Filippakou  Emma Wainwright 《British Educational Research Journal》2018,44(1):1-4

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WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH   总被引：4，自引：0，他引：4  

Gert Biesta 《Educational theory》2007,57(1):1-22

A bstract .  In this essay, Gert Biesta provides a critical analysis of the idea of evidence-based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence-based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence-based practice was first developed; second, the role of knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence-based education. Biesta concludes that evidence-based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation.  相似文献   

An accurate estimation of the horizontal acceleration of a rower’s centre of mass using inertial sensors: a validation     

Lotte L. Lintmeijer  Gert S. Faber  Hessel R. Kruk  A. J. “Knoek” van Soest  Mathijs J. Hofmijster 《European Journal of Sport Science》2018,18(7):940-946

For a valid determination of a rower’s mechanical power output, the anterior–posterior (AP) acceleration of a rower’s centre of mass (CoM) is required. The current study was designed to evaluate the accuracy of the determination of this acceleration using a full-body inertial measurement units (IMUs) suit in combination with a mass distribution model. Three methods were evaluated. In the first two methods, IMU data were combined with either a subject-specific mass distribution or a standard mass distribution model for athletes. In the third method, a rower’s AP CoM acceleration was estimated using a single IMU placed at the pelvis.

Experienced rowers rowed on an ergometer that was placed on two force plates, while wearing a full-body IMUs suit. Correspondence values between AP CoM acceleration based on IMU data (the three methods) and AP CoM acceleration obtained from force plate data (reference) were calculated. Good correspondence was found between the reference AP CoM acceleration and the AP CoM accelerations determined using IMU data in combination with the subject-specific mass model and the standard mass model (intraclass correlation coefficients [ICC] >?0.988 and normalized root mean square errors [nRMSE]?3.81%). Correspondence was lower for the AP CoM accelerations determined using a single pelvis IMU (0.877?Based on these results, we recommend determining a rower’s AP CoM acceleration using IMUs in combination with the standard mass model. Finally, we conclude that accurate determination of a rower’s AP CoM acceleration is not possible on the basis of the pelvis acceleration only.  相似文献   

So much for cosmopolitanism? Refugees,asylum and world politics     

Gert Biesta 《Educational Philosophy and Theory》2013,45(13-14):1381-1382

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‘This could be our reality in the next five to ten years’: a blogpost platform as an expectation generation device on the future of insurance markets     

Gert Meyers  Ine Van Hoyweghen 《Journal of Cultural Economy》2018,11(2):125-140

William James (1919) characterises hypotheses as either live or dead. A hypothesis is live when it is taken into account as a ‘real possibility’. We follow James’ suggestion to not attribute intrinsic properties to hypotheses, but rather investigate how they came into being and look at the effects they generate. Expectations of digital technologies are a topic of vivid debate in the insurance industry. Before these expectations can become ‘live’, they have, in the first place, to be generated by market devices. We investigate how the reinsurance blogpost platform Open Minds functions as an ‘expectation generation device’ on the future of insurance markets. Combining Beckert’s work on the role of fictional expectations with the pragmatist turn in sociology of markets, we propose to study ‘expectation generation devices’, provoking expectations on economic markets. In our empirical analysis, we demonstrate the explicit fictional character of the Open Minds contributions, and analyse how a contained space of openness is generated to provoke expectations. We demonstrate how Open Minds can become live through circulation to other expectation generation sites in the insurance industry and beyond. We conclude by reflecting on the importance of expectation generation devices as a particular type of market devices.  相似文献   

Kinematic analysis of the drag flick in field hockey     

Rony Ibrahim  Gert S. Faber  Jaap H. van Dieën 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):45-57

Attaining high speed of the stick head and consequently of the ball is essential for successful performance of the drag flick in field hockey, but the coordination pattern used to maximise stick head speed is unknown. The kinematics of the drag flick was studied in ten elite hockey players who performed twenty shots each towards a target located 1.5 m high. A 150 Hz active marker motion analysis system was used, alongside two force plates to detect foot touchdown. Angular velocity and contribution to stick endpoint speed of upper body joints were analysed. Repeated measures ANOVA was used to compare timing of onset and peak angular velocities between joints. Participants used a kinematic pattern that was close to a proximal-to-distal sequence. Trunk axial rotation and lateral rotation towards the target, right wrist flexion and left wrist extension were the main contributors to stick endpoint speed. Coaches should emphasise trunk rotations and wrist flexion and extension movements for maximising stick head speed. Given the high level of the participants in this study, the coordination of joints motions, as reported here, can serve as a guideline for drag flick training.  相似文献   

„Ökonomie des Sports. — Sammelbesprechung     

Gert Wagner 《Sportwissenschaft》1996,26(3):315-323

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Kinderbetreuungspolitik in Deutschland     

Michaela Kreyenfeld  C. Katharina Spieß  Gert G. Wagner 《Zeitschrift für Erziehungswissenschaft》2002,5(2):201-221

Childcare Policy in Germany: Scope for Demand side Subsidies German day care policy is a perfect example of the provision of social services in a neocorporatist fashion. Day care centers are primarily financed from the local community budget. From this budget, the community runs public day care centers or subsidies Non-Profit Organizations which provide day care for children. In established negotiations on the community level, representatives of the NPOs and the public providers decide on the supply of slots in day care centers. In this paper, we argue that this particular mode of financing and monitoring children’s day care has contributed to a rather conservative childcare policy in Germany. Being dependent on the very restricted local budget, communities are confined to conduct a daycare policy, which solely offers a minimum provision of public day care. We suggest a radical reform of German day care policy. Instead of the subsiding public institutions and NPOs, we suggest to support the use of day care by demand side subsides. In this context, we describe some features of a child care voucher model in Germany.  相似文献   

Beyond Presence: Epistemological and Pedagogical Implications of ‘Strong’ Emergence   总被引：2，自引：0，他引：2  

Deborah Osberg  Gert J. J. Biesta 《Interchange》2007,38(1):31-51

In this paper we argue that the notion of strong emergence offers a challenge to the idea, currently dominant in schooling, that knowledge somehow relates to a pre-existing world, present in itself. We do this first by providing an account of strong emergence, showing how it brings into question the assumption of determinism. Following this we explain the epistemological consequences of this failure of determinism and in so doing develop an “emergentist” epistemology which has some compatibilities with deconstruction. Finally, we show that the emergentist critique of determinism makes it possible to imagine a form of schooling which is no longer concerned with questions about how best to teach the child about a pre-existing world (which, largely, are questions about whether this would or should be presented or represented in schools). Instead it becomes possible to imagine a form of schooling which is concerned with questions about responsibility and response.  相似文献