PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective     

Philipp Knodel  Kerstin Martens  Dennis Niemann 《Globalisation, Societies & Education》2013,11(3):421-441

Education policy has undergone transformation in many countries over the last decade. In this article, we focus on the effects of the most significant international initiative in secondary education, which is the Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA). We analyse two countries that provide variation regarding the degree of change in their respective education policy-making due to this study; while Germany substantially reformed its education system in reaction to its mediocre PISA results, almost no change has been observed in England. As we show, alterations and shifts in ideas of education policy best account for such a change.  相似文献   

Introduction to Technology in Kinesiology and Physical Education     

Rainer Martens 《Quest (Human Kinetics)》2013,65(3):251-253

Students in an undergraduate course, entitled “Writing in Sport Management” experienced a service-learning component through an outreach program with local sport organizations. The primary tenet behind implementing this teaching method was that students would garner a better understanding of business writing if they wrote within the context of the private sector. The aim of the study was to make preliminary observations regarding the potential of servicelearning as a means of providing field experiences that could benefit both students and teachers. Class instructors sewed as support staff and evaluated results through student logs, class presentations, student memorandums, product review, and interviews with agency personnel and students. Results indicated that service-learning improves learning and supported the notion that this teaching technique can provide substantive field experiences while allowing the instructor to monitor the process.  相似文献   

Turning Kids on to Physical Activity for a Lifetime     

Rainer Martens 《Quest (Human Kinetics)》2013,65(3):303-310

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The role of intuition in pedagogical tact: Educator views     

Gerbert Sipman  Jürg Thölke  Rob Martens  Susan McKenney 《British Educational Research Journal》2019,45(6):1186-1202

Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre-service or in-service programmes devote explicit attention to developing this important teacher quality. This study set out to understand why. Specifically, data were collected to investigate how educators perceive intuition, and its role in teacher pedagogical tact. Ten focus group discussions were held with school board members, teacher educators, school principals, in-service teachers and pre-service teachers. Participants recognised two types of intuition commonly described in the literature (local and nonlocal), and affirmed the importance of intuition for teacher pedagogical tact. These educators also noted that teachers are rarely if ever encouraged to make conscious use of their intuition, let alone develop it. There was consensus that teachers differ in how well they are able to tune into their intuition. Though the scale of the study is small, the findings suggest that more attention should be given to developing teacher intuition and pedagogical tact than is currently the case.  相似文献   

Sex differences in arithmetical performance scores: Central tendency and variability     

R. Martens  P.P.M. Hurks  C. Meijs  R. Wassenberg  J. Jolles 《Learning and individual differences》2011,21(5):549-554

The present study aimed to analyze sex differences in arithmetical performance in a large-scale sample of 390 children (193 boys) frequenting grades 1–9. Past research in this field has focused primarily on average performance, implicitly assuming homogeneity of variance, for which support is scarce. This article examined sex differences in arithmetical operations (addition, subtraction, multiplication and division) in central tendency and variability. Central tendency analyses revealed a male advantage, predominantly in addition and subtraction, from grade 6 onward. Variability analyses showed that sex differences were largest among higher achievers and absent among lower achievers. Thus, central tendency and variability analyses provide complementary information on sex differences in arithmetical performance. In conclusion, sex differences in arithmetical performance exist, but depend on the studied arithmetical operation, age group and achievement level. The present study thereby offers new directions for future research by indicating the need for a broader perspective on sex differences.  相似文献   

Motivated learning with digital learning tasks: what about autonomy and structure?     

Anne-Marieke van Loon  Anje Ros  Rob Martens 《Educational technology research and development : ETR & D》2012,60(6):1015-1032

In the present study, the ways in which digital learning tasks contribute to students?? intrinsic motivation and learning outcomes were examined. In particular, this study explored the relative contributions of autonomy support and the provision of structure in digital learning tasks. Participants were 320 fifth- and sixth-grade students from eight elementary schools throughout the Netherlands. The results show that a digital learning task that combined autonomy support and structure had a positive effect on both intrinsic motivation and learning outcomes in students. A digital learning task that only provided structure also had a positive effect on learning outcomes, but a digital learning task with only autonomy support did not yield a similar effect.  相似文献   

Evaluating and understanding text-based stock price prediction models     

Enric Junqué de Fortuny  Tom De Smedt  David Martens  Walter Daelemans 《Information processing & management》2014

Despite the fact that both the Efficient Market Hypothesis and Random Walk Theory postulate that it is impossible to predict future stock prices based on currently available information, recent advances in empirical research have been proving the opposite by achieving what seems to be better than random prediction performance. We discuss some of the (dis)advantages of the most widely used performance metrics and conclude that is difficult to assess the external validity of performance using some of these measures. Moreover, there remain many questions as to the real-world applicability of these empirical models. In the first part of this study we design novel stock price prediction models, based on state-of-the-art text-mining techniques to assert whether we can predict the movement of stock prices more accurately by including indicators of irrationality. Along with this, we discuss which metrics are most appropriate for which scenarios in order to evaluate the models. Finally, we discuss how to gain insight into text-mining-based stock price prediction models in order to evaluate, validate and refine the models.  相似文献   

Managing Exploratory Units in Academic Libraries     

Matt Cook  Betsy Van der Veer Martens 《图书馆管理杂志》2013,53(6):606-628

Abstract

This article describes the role of exploratory teams in leading radical innovation within academic libraries, empirically expanding on Jantz’s research on the managerial and environmental conditions necessary for the creation of such units. Using historical and contemporary private-sector examples, as well as an in-depth case study from successful implementation of one such unit, this article documents the components, characteristics, and return on investment associated with academic library R&D. Finally, by tackling the concept of exploratory activities at the organization, team, and individual levels, the article presents actionable techniques for fully supporting, and adequately nurturing creative professionals whose job is to redefine 21st century librarianship.  相似文献   

Autonomy supported,learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style     

Chantal J.J. Gorissen  Liesbeth Kester  Saskia Brand-Gruwel  Rob Martens 《Interactive Learning Environments》2013,21(6):655-669

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the conditions under which learning in hypermedia environments is effective. Sixty-nine grade five students from a primary school answered short essay questions using video material from a hypermedia environment. The effects on task motivation and test performance were measured. It was found that learners in the autonomy supported hypermedia environment reported lower levels of controlled task motivation, compared to the learners in the system-controlled and learner-controlled hypermedia environments. But there were no effects of hypermedia environment on autonomous task motivation or the reported need fulfilment for autonomy. Furthermore, learners in the learner-controlled hypermedia environment scored lower on a delayed, In-Depth Knowledge Test compared to learners in the other two environments. Moreover, learners in the autonomy supported hypermedia environment watched more (unique) videos compared to learners in the system-controlled and the learner-controlled hypermedia environments. As for the role of learners' ASRS, we found no interaction with the type of hypermedia environment on task motivation or performance. Learners' ASRS did, however, affect the learners' motivation for the task. And, when presented with advice (as in the autonomy supported hypermedia environment) learners with an autonomous self-regulation style followed more advice, compared to learners with a more controlled self-regulation style.  相似文献   

Validation of a theory about functions and effects of embedded support devices in distance education learning materials     

Rob Martens  Martin Valcke 《European Journal of Psychology of Education - EJPE》1995,10(2):181-196

In this contribution a theoretical model is explored and validated that describes and explains learning based on learning materials where the basic content is enriched with embedded support devices. Embedded support devices (ESD) are elaborations of the basic content of a course, intended to support students learning in a distance educational context. Examples are: questions with feedback, advance organizers and study guidelines. The model represents the interaction of a large set of variables and processes and has been tested using a variety of research studies, each focusing on specific interrelations and/or variables. The research results support the positive impact of embedded support devices in written learning materials on study outcome. Furthermore the results indicate the impact of individual variables, such as prior knowledge and attitude towards computers. These variables influence the way students process the learning materials and/or use the task environment and have an interaction effect on study outcomes.  相似文献