Phoneme awareness,vocabulary and word decoding in monolingual and bilingual Dutch children     

Marije Janssen  Anna M. T. Bosman  Paul P. M. Leseman 《Journal of Research in Reading》2013,36(1):1-13

The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch bilingual immigrant children was compared with those of 15 first‐grade monolingual native Dutch children from similar low‐socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish–Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish–Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish–Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided.  相似文献   

Towards a segmentation of science parks: A typology study on science parks in Europe     

Wei Keat Benny Ng  Rianne Appel-Meulenbroek  Myriam Cloodt  Theo Arentze 《Research Policy》2019,48(3):719-732

Although science parks are established globally for decades as an innovation policy instrument to foster growth and networking, there is limited attention given towards research into possible types within these real estate objects. Prior attempts in categorising science parks are characterised by the limited number of cases and/or variables. Science parks are believed to enhance innovation, entrepreneurship, and economic value for firms and regions. Past academic research showed mixed results on these performances and it is reasoned that distinct types within science parks exist that might explain these unclear results. We argue that before we can grasp what science parks can do, we should know what they are. Therefore, a survey on science park characteristics was completed by 82 science park managers in Europe. A cluster analysis was conducted which grouped the 82 participating science parks in three types; ‘research’, ‘cooperative’, and ‘incubator’ locations. Next, differences and similarities of these three types within science parks in Europe were analysed as a basis for advancing the academic debate. The types provide further understanding of science parks and offer researchers, practitioners, and policy-makers a means to compare, market, and benchmark science parks more adequately.  相似文献   

Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten     

Caressa Janssen  Eliane Segers  James M. McQueen  Ludo Verhoeven 《Early education and development》2019,30(3):375-399

Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.  相似文献   

Team teaching during field experiences in teacher education: Exploring the assistant teaching model     

Marlies Baeten  Wouter Schelfhout  Rianne Pinxten 《欧洲师范教育杂志》2018,41(3):377-397

Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed.  相似文献   

School of the Pilgrim: An Alternative Path to Christian Growth. By Brett Webb-Mitchell     

Denise Janssen 《Religious education (Chicago, Ill.)》2013,108(3):388-389

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Task-related and social regulation during online collaborative learning   总被引：1，自引：0，他引：1  

Jeroen Janssen  Gijsbert Erkens  Paul A. Kirschner  Gellof Kanselaar 《Metacognition and Learning》2012,7(1):25-43

This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information (e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration). Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation of task-related activities, regulation of social activities, and social activities. These activities were then used to predict group performance using multiple regression analysis. No effect of discussion of information and regulation of task-related activities on group performance were found. Regulation of social activities positively affected group performance, whereas social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating more closely how different individual and group factors affect collaboration and group performance.  相似文献   

Tapping into existing information flows: The transformation to compliance by design in business-to-government information exchange     

Nitesh Bharosa  Marijn Janssen  Remco van Wijk  Niels de Winne  Haiko van der Voort  Joris Hulstijn  Yao-hua Tan 《Government Information Quarterly》2013

Transforming Business-to-Government (B2G) information exchange is a next frontier for reducing government spending while improving performance. This paper examines two different B2G information exchange architectures that reflect continuing transformations that empower some government agencies to do better compliance monitoring tasks with fewer resources. The win for the reporting companies is the lower cost of compliance. Instead of focusing on collecting compliance information from individual companies, the government agencies in this study focus on collecting information on the supply chain level, allowing for automated data reconciliation. Our findings reveal that pushing controls (automated checks) upstream (in company software and data sources) results in more efficiency, higher information quality and reduces redundant controls. The examined architectures exhibit high levels of compliance by design, meaning that many control objectives are by default encompassed in the design. This requires a well-aligned combination of data standardization (using shared syntax and semantics) and automated information processing (using an intelligent gateway between businesses and government agencies). However, achieving such an alignment is a difficult challenge; especially when taking into account that such transformations require solid governance, trust and high initial investments — prerequisites that are rare in many public-private partnerships.  相似文献   

Corporate Historical Responsibility (CHR): Addressing a Corporate Past of Forced Labor at Volkswagen     

Claudia I. Janssen 《Journal of Applied Communication Research》2013,41(1):64-83

This article introduces corporate historical responsibility (CHR), a concept that can guide organizations when addressing dark corporate histories. CHR holds that organizations have responsibilities toward victims of past corporate practices and toward present reconciliatory discourse. Volkswagen's discourse about its history of forced labor during WW II serves as an example of CHR. The rhetorical analysis illustrates that CHR hinges on the recognition of the past as a moral issue and on the organization's ability to create historical accountability, take responsibility, make public acknowledgements, and remember its past. It further illustrates that CHR creates sustainable policies that can strengthen corporate citizenship and serve as a means of (re-)legitimation. In order to repair broken relationships, the article concludes, organizational leaders need to overcome primary concerns with liability and invest in a shared and long-term CHR process that creates spaces for ongoing discourse about the past.  相似文献   

Evaluating websites from a public value perspective: A review of Turkish local government websites     

Naci Karkin  Marijn Janssen 《International Journal of Information Management》2014

Government website evaluations do not always reflect the websites’ aims. Often, only aspects such as content and quality are considered, whereas the primary goal of these websites is to deliver public value. In this paper we introduce the public value perspective for website evaluation. A meta-analysis of website evaluation literature is presented, the findings being that there is no uniform or comprehensive set of website evaluation metrics and that the public value perspective is largely neglected in the website evaluation literature. Next, we describe how we integrated web evaluation and public value literature in order to develop a set of criteria used for evaluating the websites of sixteen Turkish local governments. The websites performed relatively well on traditional indicators, but less well on public values measures. In particular, we found that the websites are good at supporting requests, categorization and usability, but not satisfactory at providing platforms for citizen engagement, responsiveness and dialog. Finally, we argue that the public value perspective should be incorporated in the evaluations of websites and other public efforts.  相似文献   

White children's empathy-related responding and prosocial behavior toward White and Black children     

Tracy L. Spinrad  Nancy Eisenberg  Sonya Xinyue Xiao  Jingyi Xu  Rebecca H. Berger  Sarah L. Pierotti  Deborah J. Laible  Gustavo Carlo  Diana E. Gal-Szabo  Jayley Janssen  Ashley Fraser  Xiaoye Xu  Wen Wang  Jamie Lopez 《Child development》2023,94(1):93-109

Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development.  相似文献