Towards a Disabled Past: Some preliminary thoughts about the history of disability, governmentality and experience     

Pieter  Verstraete 《Educational Philosophy and Theory》2007,39(1):56-63

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Stimulus- and feeder-directed behavior in a long-box: Effect of fixed versus variable time schedules of food presentation     

Annemieke van Hest  Frans van Haaren  Pieter Kop  Frank van der Schoot 《Learning & behavior》1986,14(2):168-172

Two groups of 6 pigeons were exposed to either a fixed-time (FT) or a variable-time (VT) schedule of response-independent food presentation. The interval between two successive food presentations (food-food [FF] interval) was either 20 or 40 sec. The duration of stimulus presentation (stimulus-food [SF] interval) was varied relative to the FF interval. All subjects were exposed to different information ratios (IRs; IR = SF/FF; IR = 1.00, 0.50, 0.15). To study the relative contribution of sign- and goal-tracking behavior to keypecking observed in standard autoshaping procedures, pigeons were autoshaped in a long-box. In the long-box, the stimulus key and the feeder are located 60 cm apart. Stimuli were always presented at one end of the box, and food was presented at the other end. Locomotor behavior and keypecks were recorded. Pigeons engaged in sign-tracking behavior when IR = 0.15, but only when presentation of the food was unpredictable on the basis of other variables (e.g., the passage of time since the last food presentation, as in FT schedules). In the case of FT schedules, subjects engaged in feeder-directed activities. No effects of varying the FF interval were found. Keypecking was observed only when the SF interval was short (IR = 0.15) and food was presented on a VT schedule.  相似文献   

What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?     

Hilte M  Reitsma P 《Annals of dyslexia》2008,58(2):97-114

Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.  相似文献   

The use of speech feedback by normal and disabled readers in computer-based reading practice     

Victor H. P. Van Daal  Pieter Reitsma 《Reading and writing》1993,5(3):243-259

Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring.  相似文献   

Using a Diagnostic Test of Pupils’ Alternative Conceptions to Plan a Teaching Strategy on Electric Circuits     

Pieter Licht 《欧洲师范教育杂志》1991,14(1):19-30

This paper describes a project on electricity education, aiming at the construction of a teaching strategy which takes into account pupils’ alternative conceptions on electric circuits. With this project we want to provide teachers with feasible diagnostic tools and teaching materials in order to promote conceptual change among pupils. The research findings indicate the effectiveness of a teaching strategy in one of the higher forms of secondary education in which an explicit confrontation takes place between the pupils’ own alternative conceptions and some physics concepts in the domain of electricity.  相似文献   

The Relative Good of Work: Reconsidering Vocation Eschatologically     

Pieter Vos 《Christian Higher Education》2017,16(1-2):11-22

ABSTRACT

Vocation, interpreted as the calling of every individual believer to serve God in ordinary life, has been an important feature of Protestantism. However, not only has the notion of vocation gradually disappeared from the late modern understanding of work and profession, the identification of vocation and work has also been criticized by theologians such as Karl Barth, Miroslav Volf, Jacques Ellul, and Gerrit de Kruijf. From their eschatological perspective, these theologians hold that because our true vocation is to be citizens of God's kingdom, work is a relative good or even a necessary evil. Although this criticism is in various respects justified and relevant, it tends to overlook the particularity of callings included in the Protestant conception of vocation. Therefore, an alternative approach is presented, in which vocation as a particular calling from God's side can be reconnected to everyday life, including the life sphere of work and profession. From this approach, this article explores the implications for discerning vocation in the practice of Christian higher education as a communal practice of discernment of one's callings, as related to the primary calling to be a citizen of the kingdom of God, and as aimed at the common good.  相似文献   

The history of the future and the shifting forms of education     

Eric Mangez  Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):676-687

Abstract

Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘from teaching to learning’ and ‘from governing to governance’ have resonated globally and attracted the attention of researchers. Most sociological accounts of such evolutions attribute them to the development and primacy of a preponderant logic, generally politics/power, culture or the economy. Niklas Luhmann’s systems theory, on which we draw in this article, suggests to start from a different, opposite, premise: not the predominance but instead the lack of any predominant logic characterizes modernity. The functional differentiation of modern society into a multiplicity of—specific yet universal—systems should therefore be the pivotal point that helps make sense of these transformations. We argue that the very coexistence of such systems, their simultaneous and therefore uncoordinated existences, increases the complexity of the social world tremendously and leaves them with an uncertain future. The so-called turns to governance and to learning, we argue, should be understood, respectively, as political and educational attempts to deal with this loss of direction.  相似文献   

The effect of a brief teacher training on student achievement     

Pieter C. Van Der Sijde 《Teaching and Teacher Education》1989,5(4)

On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training program on teacher behavior, student achievement, and student attitudes towards mathematics. From this study it appeared that the timing of the training was important for its effect on student achievement. There was no effect on student attitude.  相似文献   

Educational soundscapes: tuning in to sounds and silences in the history of education     

Pieter Verstraete  Josephine Hoegaerts 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):491-497

Abstract

In order to introduce the special issue on “educational soundscapes” the editors, first of all, explore the intimate link between silence, sound and the production of social meaning. An acoustic history of education, so it is argued, cannot solely focus on silence nor can it solely focus on sound. After having demonstrated the necessity of taking into account sounds and silences at the same time, the term “educational soundscapes” consecutively is defined, historically contextualized and connected to the widely used concept of educationalization. Finally, the different contributions to the special issue are briefly introduced and connected to the main theme of the special issue, namely “educational soundscapes”.  相似文献   

Quantum lithography: A?non-computing application of quantum information     

Colin Williams  Pieter Kok  Hwang Lee  Jonathan P. Dowling 《Informatik - Forschung und Entwicklung》2006,21(1-2):73-82

Quantum information theory holds the promise of revolutionizing technologies other than computing and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography compared with other schemes, and the relative costs associated in migrating the lithography industry to each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography could be economically attractive.  相似文献