Editorial: By Design     

Christa Van Kraayenoord 《International Journal of Disability, Development & Education》2003,50(2):115-118

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藏区高校五年一贯制学生计算机文化基础教学探讨与实践     

刘家彬  陈渝  邓发明 《康定民族师范高等专科学校学报》2005,14(4):91-94

本文分析了藏区高校五年制学生的特点、基础及现状，指出在五年制学生的计算机文化基础教学过程中应如何通过改变传统的教学模式，改进教学方法，改革评价机制来提高教学质量，并就如何在课堂活动中有意识地培养学生的学习兴趣和主动探求知识的自觉性，如何培养学生自主学习计算机的能力，提高学生的信息素养作了进一步的探索，对于推动民族地区的计算机教学水平，为民族地区的教学信息化水平的提高具有重要的意义。  相似文献   

Twenty Years of University Report Cards     

Nina Van Dyke 《Higher Education in Europe》2005,30(2):103-125

Over 20 years ago, the first university rankings entered public attention in the United States. Since then, there have been numerous other efforts to rank or rate universities or university departments. University report cards have become both popular with the public and increasingly important for academic institutions. A detailed examination of 10 report cards from around the world, which evaluate and focus on either undergraduate choice or overall standing, finds that the various schemes share broad principles and approaches but differ considerably in details. Many of these variations are attributable to differences in aims, higher education systems and cultures, and the availability and reliability of data.  相似文献   

Editorial     

Van Esbroeck  Raoul 《International Journal for Educational and Vocational Guidance》2001,1(3):153-153

International Journal for Educational and Vocational Guidance -  相似文献   

Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process   总被引：1，自引：0，他引：1  

Hardonk S  Daniels S  Desnerck G  Loots G  Van Hove G  Van Kerschaver E  Sigurjónsdóttir HB  Vanroelen C  Louckx F 《American annals of the deaf》2011,156(3):290-304

The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research.  相似文献   

Local Linear Observed‐Score Equating     

Marie Wiberg  Wim J. van der Linden 《Journal of Educational Measurement》2011,48(3):229-254

Two methods of local linear observed‐score equating for use with anchor‐test and single‐group designs are introduced. In an empirical study, the two methods were compared with the current traditional linear methods for observed‐score equating. As a criterion, the bias in the equated scores relative to true equating based on Lord's (1980) definition of equity was used. The local method for the anchor‐test design yielded minimum bias, even for considerable variation of the relative difficulties of the two test forms and the length of the anchor test. Among the traditional methods, the method of chain equating performed best. The local method for single‐group designs yielded equated scores with bias comparable to the traditional methods. This method, however, appears to be of theoretical interest because it forces us to rethink the relationship between score equating and regression.  相似文献   

A Paradox in the Study of the Benefits of Test‐Item Review     

Wim J. van der Linden  Minjeong Jeon  Steve Ferrara 《Journal of Educational Measurement》2011,48(4):380-398

According to a popular belief, test takers should trust their initial instinct and retain their initial responses when they have the opportunity to review test items. More than 80 years of empirical research on item review, however, has contradicted this belief and shown minor but consistently positive score gains for test takers who changed answers they found to be incorrect during review. This study reanalyzed the problem of the benefits of answer changes using item response theory modeling of the probability of an answer change as a function of the test taker’s ability level and the properties of items. Our empirical results support the popular belief and reveal substantial losses due to changing initial responses for all ability levels. Both the contradiction of the earlier research and support of the popular belief are explained as a manifestation of Simpson’s paradox in statistics.  相似文献   

Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008     

Peter A. J. Stevens  Noel Clycq  Christianne Timmerman  Mieke Van Houtte 《British Educational Research Journal》2011,37(1):5-43

This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings.  相似文献   

Team learning: building shared mental models     

Piet Van den Bossche  Wim Gijselaers  Mien Segers  Geert Woltjer  Paul Kirschner 《Instructional Science》2011,39(3):283-301

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.  相似文献   

Exploring the Development of Student Teachers’ PCK of the Multiple Meanings of Chemistry Topics     

Onno?De?JongEmail author  Jan?Van?Driel 《International Journal of Science and Mathematics Education》2004,2(4):477-491

In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented.  相似文献