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41.
Lynn McAlpine Cheryl Amundsen Mieke Clement Greg Light 《Studies in Continuing Education》2013,35(3):261-280
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development. 相似文献
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Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations 
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下载免费PDF全文 Simon Boone Sarah Thys Piet Van Avermaet Mieke Van Houtte 《British Educational Research Journal》2018,44(2):274-293
Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment. 相似文献
43.
Conflict,education and the global south: New critical directions 总被引：1，自引：0，他引：1
This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of ‘Education and Conflict Studies’. We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent ‘overviews’ of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its ‘global’ dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry. 相似文献
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Mieke Vandewaetere Sylke Vandercruysse Geraldine Clarebout 《Educational technology research and development : ETR & D》2012,60(2):307-324
Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective
adaptive instruction are unraveled systematically, little is known about the relative effect of learners’ perceptions of adaptivity
in adaptive learning environments. As previous research has demonstrated that the learners’ view towards a learning environment
strongly influences their learning outcomes and learning process, it can be discussed whether program-defined adaptivity is
not only effective because of the underlying learner models, but also because the adaptivity is perceived and experienced
as such by the learners. In this study, we apply the cognitive mediational paradigm and hypothesize that perceptions of adaptivity
mediate the relation between adaptive instruction and learners’ motivations and learning outcomes. The results do not fully
support the claim of the cognitive mediational paradigm. Both adaptivity and perceptions were related to motivation, but learners’
perceptions did not act as a mediating variable. 相似文献
46.
M. Tim Mainhard Helena J.M. Pennings Theo Wubbels Mieke Brekelmans 《Teaching and Teacher Education》2012
This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher–student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called “attractors”) of teacher–student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction. 相似文献
47.
Jannick Demanet Pieter Vanderwegen Hans Vermeersch Mieke Van Houtte 《Gender and education》2013,25(4):466-485
Previous research on consequences of schools' gender composition has mostly investigated students' socio-emotional well-being and achievement, while students' academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesise that boys attending schools with a higher proportion of girls adopt the latter's positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter's negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish educational assessment, consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed. 相似文献
48.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations. 相似文献
49.
To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES). Reading and vocabulary were measured twice within an interval of 1 year in Grade 2 and 3. The bilingual group performed better on most English and some of the Dutch tests. Controlling for general variables and related skills, instruction in English contributed significantly to the prediction of L2 vocabulary and orthographic awareness at the second measurement. As expected, word reading fluency was easier to acquire in Dutch with its relatively transparent orthography in comparison to English with its deep orthography, but the skills intercorrelated highly. With regard to cross-linguistic transfer, orthographic knowledge and reading comprehension in Dutch were positively influenced by bilingual instruction, but there was no indication of generalization to orthographic awareness or knowledge of a language in which no instruction had been given (German). The results of the present study support the assumption that concurrent instruction in Dutch and English has positive effects on the acquisition of L2 English and L1 Dutch. 相似文献
50.
Kathleen Mortier Pam Hunt Mieke Leroy Inge Van de Putte Geert Van Hove 《Educational studies》2010,36(3):345-355
The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion. 相似文献