Bulgaria: Language Training with Purpose     

Margo R. Kaufman 《College Teaching》2013,61(4)

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The relative efficiency of charter schools: A cost frontier approach     

Timothy J. Gronberg  Dennis W. Jansen  Lori L. Taylor 《Economics of Education Review》2012

Charters represent an expansion of public school choice, offering free, publicly funded educational alternatives to traditional public schools. One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. The potential relative efficiency advantage of charters vis-a-vis traditional publics is one of the mechanisms that supports the hypotheses that charters could improve performance for their students while using the same or fewer resources, and that the systemic effect of charters could lead to improved outcomes for traditional public students without requiring an increase in education sector resources.  相似文献   

Impact of Overt and Subclinical Hypothyroidism on Exercise Tolerance: A Systematic Review     

Jeannette A. C. Lankhaar  Wouter R. de Vries  Jaap A. C. G. Jansen  Pierre M. J. Zelissen  Frank J. G. Backx 《Research quarterly for exercise and sport》2013,84(3):365-389

Purpose: This systematic review describes the state of the art of the impact of hypothyroidism on exercise tolerance and physical performance capacity in untreated and treated patients with hypothyroidism. Method: A systematic computer-aided search was conducted using biomedical databases. Relevant studies in English, German, and Dutch, published from the earliest date of each database up to December 2012, were identified. Results: Out of 116 studies, a total of 38 studies with 1,379 patients fulfilled the inclusion criteria. These studies emphasize the multifactorial causes of exercise intolerance in untreated patients by the impact of limitations in different functional systems, with cardiovascular, cardiopulmonary, musculoskeletal, neuromuscular, and cellular metabolic systems acting in concert. Moreover, the studies affirm that exercise intolerance in patients is not always reversible during adequate hormone replacement therapy. As a consequence, despite a defined euthyroid status, there remains a significant group of treated patients with persistent complaints related to exercise intolerance who are suffering from limitations in daily and sport activities, as well as an impaired quality of life. An explanation for this phenomenon is lacking. Only 2 studies investigated the effects of a physical training program, and they showed inconsistent effects on the performance capacity in untreated patients with subclinical hypothyroidism. Conclusions: A limited body of knowledge exists concerning exercise tolerance in treated patients with hypothyroidism, and there is an insufficient amount of quantitative studies on the effects of a physical training program. To enhance exercise and sports participation for this specific group, more research in this forgotten area is warranted.  相似文献   

How is the approach to teaching at secondary school related to first-year university achievement?     

Marjolein Torenbeek  Ellen P.W.A. Jansen  W.H. Adriaan Hofman 《School Effectiveness & School Improvement》2013,24(4):351-370

The study presented here is an elaboration on recent educational effectiveness research focusing on long-term school effects. Central in this study is the approach to teaching at secondary schools and its relation to student perception of the fit between school and university and 1st-year academic achievement. Based on previous research, a coding scheme is developed to classify pre-university schools based on the approach to teaching in the upper 3 years. Schools are scored according to this coding scheme and grouped with hierarchical cluster analysis, resulting in 3 groups: 1 characterized by a strong teacher-regulation approach, 1 with a shared regulation approach to learning, and 1 intermediate group. Multiple analysis of covariance shows differences between school clusters regarding student 1st-year achievement in soft science programmes.  相似文献   

The Development of Metacognition in Primary School Learning Environments     

Bernadet de Jager  Margo Jansen  Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196

Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures.  相似文献   

Comparative education in primary teacher education in Ireland and South Africa     

Margo C. O'Sullivan  Charl C. Wolhuter  Ruaan F. Maarman 《Teaching and Teacher Education》2010

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education.  相似文献   

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?     

Margo A. Mastropieri  Thomas Scruggs  Lisa Mohler  Marcia Beranek  Vicky Spencer  Richard T. Boon  Elizabeth Talbott 《Learning disabilities research & practice》2001,16(1):18-27

This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.  相似文献   

Research on teaching English in Danish schools 1959–1965     

Jesper Florander  Mogens Jansen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):312-325

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Curriculum change and contextual realities in South African education: cui bono?     

Jonathan D. Jansen 《课程研究杂志》2013,45(6):521-527

All planned change efforts imply a commitment to a certain view of reality, and acceptance of certain modes of realizing ends. Those assumptions constitute the conscious or unconscious bases for selecting specific courses of action and thus precede all tactical decisions. To the extent that change agents cannot identify those basic assumptions and their implications, they cannot explore the full range of effective strategies for change. (Crowfoot and Chesler 1974)  相似文献   

How gifted students learn: Implications from recent research 1     

Margo A. Mastropieri 《Roeper Review》2013,35(4):183-185

A review of several recent investigations into the nature of how gifted students learn and the conditions under which they learn most effectively indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications from this research for the teacher of the gifted include the use of slower presentation rates for new information, spatial organization of prose content, and teacher provided mnemonic strategies.  相似文献