Social capital in the classroom: a study of in-class social capital and school adjustment     

Ronan Van Rossem  Marjolijn Vermande  Beate Völker  Chris Baerveldt 《British Journal of Sociology of Education》2015,36(5):669-688

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.  相似文献   

Design and implementation of multi-campus,modular master classes in biochemical engineering     

Niek Wuyts  Dorine Bruneel  Myriam Meyers  Etienne Van Hoof  Leander De Vos  Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409

The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here.  相似文献   

The development of student teachers’ research knowledge,beliefs and attitude     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Linda van den Bergh 《师资教育杂志》2015,41(1):4-18

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.  相似文献   

Using methodological triangulation to examine the effectiveness of a mentoring program for online instructors     

Michelle Drouin  Jennifer Stewart  Karen Van Gorder 《Distance Education》2015,36(3):400-418

In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

Adventures in Flipping College Algebra     

Jenna Van Sickle 《PRIMUS》2015,25(8):600-613

Abstract

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses what students thought of the course based on surveys and course evaluations. It also compares results on a similar final exam to those of a control group.  相似文献   

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters     

Barry J. A. de Groot  Kees P. van den Bos  Alexander E. M. G. Minnaert  Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children     

Cristina Rodríguez  Madelon van den Boer  Juan E. Jiménez  Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

A love towards a thing eternal: Spinoza and the classroom     

Steve Shann  Michele Bauer  Rachel Cunneen  Jaki Troy  Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462

There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens.  相似文献   

Returning to STEM: gendered factors affecting employability for mature women students     

Clem Herman 《Journal of Education & Work》2015,28(6):571-591

This paper adds to current discourses around employability by arguing for an explicit recognition of gender, in particular in relation to women’s employment in male-dominated sectors such as science, engineering and technology. This is not limited to young first-time graduates but continues and evolves throughout the life course. Mature women students, who are returning after career breaks, face a number of barriers in re-entering such employment sectors. Drawing on data from a longitudinal study of women graduates in science, technology, engineering or mathematics, who participated in a UK government-funded online programme aimed at supporting them to return to work, the paper examines three gendered factors identified as being of particular influence on outcomes – gender role normativity, locality and mobility, and structural and institutional barriers. The paper concludes by identifying strategies deployed by those that successfully returned to employment, including retraining, networking and doing unpaid or low-paid work.  相似文献   

Reconceptualizing student ratings of teaching to support quality discourse on student learning: a systems perspective     

Roxå  Torgny  Ahmad  Arshad  Barrington  Janette  Van Maaren  John  Cassidy  Robert 《Higher Education》2022,83(1):35-55

Higher Education - This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in...  相似文献