The benefits of evaluating performance subjectively     

Michael J. Gibbs  Kenneth A. Merchant  Wim A. Van Der Stede  Mark E. Vargus 《Performance Improvement》2005,44(5):26-32

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Nonformal Education,Distance Education and the Restructuring of Schooling: Challenges for a New Basic Education Policy     

Hoppers  Wim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):5-30

This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within.  相似文献   

Does (Non‐)Meaningful Sensori‐Motor Engagement Promote Learning With Animated Physical Systems?     

Wim T. J. L. Pouw  Charly Eielts  Tamara van Gog  Rolf A. Zwaan  Fred Paas 《Mind, Brain, and Education》2016,10(2):91-104

Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed.  相似文献   

Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education     

Jo Van Hoof  Lieven Verschaffel  Wim Van Dooren 《Educational Studies in Mathematics》2015,90(1):39-56

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Combining Multiple External Representations and Refutational Text: An Intervention on Learning to Interpret Box Plots     

Stephanie Lem  Goya Kempen  Eva Ceulemans  Patrick Onghena  Lieven Verschaffel  Wim Van Dooren 《International Journal of Science and Mathematics Education》2015,13(4):909-926

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Does tagging improve the navigation of online recorded lectures by students?          下载免费PDF全文

Pierre Gorissen  Jan van Bruggen  Wim Jochems 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):45-57

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to students who did not use the tagging interface (TI). Results show that the use of the TI increases in time. Students use the TI more actively over time while reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface.  相似文献   

Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors     

Dirk De Bock  Wim Van Dooren  Dirk Janssens  Lieven Verschaffel 《Educational Studies in Mathematics》2002,50(3):311-334

Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12–16-year old students to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane figures and solids. While these previous studies showed to what extent students' improper use of linear reasoning is affected by different characteristics of the task, it remained largely unclear what aspects of their knowledge base are responsible for the occurrence and strength of this phenomenon and how these aspects relate to other more general misconceptions and buggy rules identified in the literature. This paper reports an in-depth investigation by means of individual semi-standardised interviews aimed at analysing the thinking process underlying students' improper linear reasoning and how this process is affected by their mathematical conceptions, beliefs and habits. During these interviews,students' solution processes were revealed through a number of well-specified questions by the interviewer with respect to one single non-linear application problem, as well as through their reactions to subsequent kinds of cognitive conflict. The interviews provided a lot of information about the actual process of problem solving from students falling into the ‘linearity trap’ and the mechanism behind it. Although some students seem to really ‘believe’ that quantities are always linked proportionally, their improper use of linearity often results from superficial and intuitive reasoning, influenced by specific mathematical conceptions, habits and beliefs leading to a deficient modelling process. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas     

Dirk T. Tempelaar  Wim H. Gijselaers  Sybrand Schim van der Loeff  Jan F.H. Nijhuis 《Contemporary educational psychology》2007

The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school students and their motivations for a range of broad domains, this article focuses on university students (n = 264) and subject domains that are more congruent. We adopt an affect-extended version of the expectancy-value model. Using structural equation methods, we are able to decompose achievement motivations in generic and subject-specific components.  相似文献   

Validating a model of effective teaching behaviour of pre-service teachers     

Ridwan Maulana  Michelle Helms-Lorenz  Wim Van de Grift 《Teachers and Teaching》2017,23(4):471-493

Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils’ engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils’ academic engagement.  相似文献