The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game     

Dries Debeer  Stefanie Vanbecelaere  Wim Van Den Noortgate  Bert Reynvoet  Fien Depaepe 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1881-1897

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Education as Liberation: The politics and techniques of lifelong learning     

Bert Lambeir 《Educational Philosophy and Theory》2005,37(3):349-355

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Non‐Verbal Communication,Self‐esteem and Interpersonal Relations of LD and Non‐LD Students     

Cathy W. Hall  Bert O. Richmond 《International Journal of Disability, Development & Education》1985,32(2):87-91

Accurate perception and comprehension of verbal and non‐verbal communication is important in one's interpersonal environment; such understanding may affect not only the child's academic achievement but how he/she relates to and is perceived by others. In the present study learning disabled (LD) and non‐learning disabled (NLD) middle school students were evaluated on their ability to perceive and accurately comprehend non‐verbal communication; they also responded to an interpersonal relations scale and a self‐esteem inventory. LD children differed from regular class students both in reported self‐esteem and in the ability to perceive and comprehend “wordless” communication, but similarities were noted between the two groups in reported need for interpersonal relations.  相似文献   

Testing the validity of the dynamic model at school level: a European study     

Anastasia Panayiotou  Bert P.M. Creemers 《School Leadership & Management》2016,36(1):1-20

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Threats of violence in schools: The Dallas independent school district's response     

Kim Ryan‐Arredondo  Kristin Renouf  Carla Egyad  Meridith Doxey  Maria Dobbins  Serafin Sanchez  Bert Rakowitz 《Psychology in the schools》2001,38(2):185-196

School violence has become a primary concern for parents, students, school personnel, and the public. As a result, educators are searching for methods to prevent violent acts perpetrated by youth. Dallas Public Schools developed procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made verbal or written threats of violence and to assist school staff in determining appropriate intervention strategies. This article describes the development of the DVRA, and presents case studies utilizing the DVRA procedures. Challenges and implications of the use of the DVRA are also discussed. © 2001 John Wiley & Sons, Inc.  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   

Educational Measurement by Brennan, R. L. (Ed.)     

Bert. F. Green 《Journal of Educational Measurement》2008,45(2):195-200

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Phonetic structure in Lincoln's Gettysburg address     

Bert Emsley 《Quarterly Journal of Speech》2013,99(2):281-287

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Children’s use of subtraction by addition on large single-digit subtractions     

Greet Peters  Bert De Smedt  Joke Torbeyns  Pol Ghesquière  Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349

Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational implications of these results.  相似文献   

Introduction to the Special Section on “Numerical and Mathematical Processing”     

Daniel Ansari  Bert De Smedt  Roland H. Grabner 《Mind, Brain, and Education》2012,6(3):117-118

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