Effective School Improvement in Mathematics     

A.A.M. Houtveen  W.J.C.M. van de Grift  B.P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3-4):337-376

This article addresses the evaluation of the Mathematics Improvement Programme. The results show that the programme improved the learning results of pupils in grade 3 with half a standard deviation and reduced the percentage of struggling pupils to less than 1%. Fifteen percent of the variance in pupil results is to be explained at the school level. About a quarter of this 15% can be explained by differences between the experimental and the comparison group. All of this condition variance is explained by the experimental variables. Five out of 10 implementation features contribute significantly to differences in pupil results.  相似文献   

Economic Viewpoints in Educational Effectiveness: Cost-effectiveness Analysis of an Educational Improvement Project     

Bert Creemers  Greetje van der Werf 《School Effectiveness & School Improvement》2013,24(3):361-384

Cost-effectiveness analysis is not only important for decision making in educational policy and practice. Also within educational effectiveness research it is important to establish the costs of educational processes in relationship to their effects. The integrated multilevel educational effectiveness models provide opportunities to conduct more refined cost-effectiveness analyses than were carried out in the past. A cost-effectiveness analysis of an educational improvement project in Indonesia illustrates that combining the knowledge base and methodology of educational effectiveness research and cost-effectiveness analysis provides fruitful possibilities for future theoretical and practical developments in both approaches.  相似文献   

Inducing mind sets in self‐regulated learning with motivational information     

R. Martens  C. de Brabander  J. Rozendaal  M. Boekaerts  R. van der Leeden 《Educational studies》2010,36(3):311-327

The way students perceive a learning climate (e.g. controlling or stimulating) is significantly influenced by feedback and assessment. However, at present much is unclear about the relation between feedback and motivational state. More specifically, the interplay with student characteristics is unclear. Since there is a strong increase of group work, the central research question is what are the effects of positive, neutral or negative feedback presented to collaborating teams of students, on students’ intrinsic motivation, performance and on group processes? One hundred thirty‐eight higher education students participated in this study. There were no significant differences in performance across conditions. Multi‐level analysis enabled a detailed comparison between groups and individual members of groups. Amongst others, it was found that feelings of competence facilitate the effect of positive feedback at the group level, which suggests that positive feedback boosts interest especially in groups of highly competent students.  相似文献   

Discussion on Conditions of Production and Distribution of 8mm Films in the I.C.E.F. Member Countries     

H. van Wieringen 《Educational Media International》2013,50(3):20-22

Mr. Möller (Canada) said that there were two points which could supplement Dr. Hubalek's lecture as far as Canada was concerned.  相似文献   

The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL     

Elke Van Steendam  Gert Rijlaarsdam  Lies Sercu  Huub Van den Bergh 《Learning and Instruction》2010,20(4):316-327

Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.  相似文献   

Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions     

Nanine A.E. van Gennip  Mien S.R. Segers  Harm H. Tillema 《Learning and Instruction》2010,20(4):280-290

The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.  相似文献   

A resource-based view on the interactions of university researchers   总被引：2，自引：0，他引：2  

Frank J. van Rijnsoever  Laurens K. Hessels  Rens L.J. Vandeberg 《Research Policy》2008,37(8):1255-1266

The high value of collaboration among scientists and of interactions of university researchers with industry is generally acknowledged. In this study we explain the use of different knowledge networks at the individual level from a resource-based perspective. This involves viewing networks as a resource that offers competitive advantages to an individual university researcher in terms of career development. Our results show that networking and career development are strongly related, but it is important to distinguish between different types of networks. Although networks on various levels (faculty, university, scientific, industrial) show strong correlations, we found three significant differences. First, networking within one's own faculty and with researchers from other universities stimulates careers, while interactions with industry do not. Second, during the course of an academic career a researcher's scientific network activity first rises, but then declines after about 20 years. Science-industry collaboration, however, continuously increases. Third, the personality trait ‘global innovativeness’ positively influences science-science interactions, but not science-industry interactions.  相似文献   

Language: the medium and the message of a curriculum document     

Hans van Tuijl 《课程研究杂志》2013,45(4):371-373

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Australian Play School: viewing and post-viewing behaviours in young children     

Cathie Anne Harrison  Helen Elizabeth van Vliet  Tracy Anderson 《教育心理学》2012,32(7):835-859

Australian Play School is a children’s television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1–8?years completed an online survey via a link on the Play School website. The survey addressed child behaviours during and after viewing, and adult perceptions about which programme segments were most engaging to the child. Play School elicited a large number and variety of behavioural responses from children during and after viewing. The types of responses elicited suggest that viewing the programme may be beneficial for children’s development and learning. Results were tempered by the age of the child and this, as well as the impact of carer attitudes and carer input during and after viewing, needs to be explored further before results are translated into recommendations for programming and optimal viewing strategies.  相似文献   

Educating for innovation: students’ perceptions of the learning environment and of their own innovation competence     

Ovbiagbonhia  A. R.  Kollöffel  Bas  Brok  Perry den 《Learning Environments Research》2019,22(3):387-407

Learning Environments Research - Developing students’ innovation competence is becoming increasingly important in higher education, yet few studies have actually investigated whether current...  相似文献