First-graders’ knowledge of multiplicative reasoning before formal instruction in this domain     

Marjoke Bakker  Marja van den Heuvel-Panhuizen  Alexander Robitzsch 《Contemporary educational psychology》2014

Our study investigated children’s knowledge of multiplicative reasoning (multiplication and division) at the end of Grade 1, just before the start of formal instruction on multiplicative reasoning in Grade 2. A large sample of children (N = 1176) was assessed in a relatively formal test setting, using an online test with 28 multiplicative problems of different types. On average, the children correctly answered more than half (58%) of the problems, including several bare number problems. This indicates that before formal instruction on multiplicative reasoning, children already have a considerable amount of knowledge in this domain, which teachers can build on when teaching them formal multiplication and division. Using analysis of variance and cross-classified multilevel regression analysis, we identified several predictors of children’s pre-instructional multiplicative knowledge. With respect to the characteristics of the multiplicative problems, we found that the problems were easiest to solve when they included a picture involving countable objects, and when the multiplicative situation was of the equal groups semantic structure (e.g., 3 boxes of 4 cookies). Regarding student characteristics, pre-instructional multiplicative knowledge was higher for children with higher-educated parents. Finally, the mathematics textbook used in school appeared to have influenced children’s pre-instructional multiplicative knowledge.  相似文献   

Child rearing and the neuroticization of parenting: the case of The Netherlands     

Leendert F. Groenendijk  Nelleke Bakker 《History of education》2013,42(6):571-588

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Fresh air and good food: children and the anti‐tuberculosis campaign in the Netherlands c.1900–1940     

Nelleke Bakker 《History of education》2013,42(3):343-361

As elsewhere in the Western world, between 1900 and 1940 the anti‐tuberculosis campaign in the Netherlands produced a wide range of initiatives to promote child health. In each of these the social and the medical were linked, as the hygienic ‘mood’ was encouraged by a child‐saving ethos that focused upon the poor. In this article the author discusses the choices that were made between anti‐tuberculosis interventions for children, the benefits projected on each of these and the categories of children for whom they were meant. Private and voluntary initiatives dominated the field, whereas the state turned out to be very reluctant to take responsibility. Medically controlled health camps for ‘weak’ children were a more important instrument than open‐air schools and mass medical examination. Medical surveillance produced new categories and data which in turn justified the continued growth of child hygiene after tuberculosis had become less of a threat during the 1930s.  相似文献   

A real options perspective on R&D portfolio diversification     

Sjoerd van Bekkum  Enrico Pennings 《Research Policy》2009,38(7):1150-1158

This paper shows that the conditionality of investment decisions in R&D has a critical impact on portfolio risk, and implies that traditional diversification strategies should be reevaluated when a portfolio is constructed. Real option theory argues that research projects have conditional or option-like risk and return properties, and are different from unconditional projects. Although the risk of a portfolio always depends on the correlation between projects, a portfolio of conditional R&D projects with real option characteristics has a fundamentally different risk than a portfolio of unconditional projects. When conditional R&D projects are negatively correlated, diversification only slightly reduces portfolio risk. When projects are positively correlated, however, diversification proves more effective than conventional tools predict.  相似文献   

Policy on ethnic segregation in a system of choice: the case of The Netherlands     

Sjoerd Karsten 《教育政策杂志》2013,28(3):211-225

This paper examines the implications of the uneven distribution of minority pupils and the Dutch system of choice for policies on ethnic segregation at both the local and school level. The analysis is based on a sample of 27 municipalities serving 23% of all Dutch primary school pupils. Segregation to a large extent can be found in The Netherlands as elsewhere, and the constitutional freedom of education is precisely the factor that places important restrictions on solving this problem adequately. At the local level more than one‐third of all municipalities, for various reasons, do not take any action. Of the others that do take action the majority saddles the schools with the responsibility since the problems are mainly seen as of an educational nature. According to the school principals a percentage of minority pupils exceeding 50‐60% causes ‘white’ parents to leave and they are given every opportunity to do so by the Dutch system of free parental choice. Therefore a radical reorientation is required in the Dutch system of choice in order to address the challenges of ethnic segregation.  相似文献   

The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education     

Sjoerd Karsten  Thea Peetsma  Jaap Roeleveld  Margaretha Vergeer 《欧洲特需教育杂志》2013,28(3):193-205

After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils.  相似文献   

Temporal order in disturbed reading     

Dirk Bakker 《Annals of dyslexia》1972,22(1):80-83

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Child guidance,dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective     

Nelleke Bakker 《History of education》2020,49(5):617-635

ABSTRACT

The historiography of child guidance has focused primarily on the United States, where it first developed before travelling across the English-speaking world. The rapid expansion of child guidance in the interwar years was enabled by private philanthropy, which provided fellowships to foreign professionals to study in the United States. This article focuses upon the transnational transfer of child guidance, the dynamic psychology on which it was based, and the accompanying psychopathologisation of child-rearing culture to a non-English speaking country, the Netherlands. First, it discusses the development of child guidance and the reception of dynamic psychology in the United States and Britain. Next, it analyses the transfer to the Netherlands. It turns out that the Dutch did not copy the American model, but adapted it to fit their conditions and created a more diverse child guidance landscape, in which educational psychology played a less important role than child psychiatry.  相似文献   

Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences     

Bosma  Evelyn  Bakker  Arthur  Zenger  Linda  Blom  Elma 《European Journal of Psychology of Education - EJPE》2023,38(1):225-247

European Journal of Psychology of Education - In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing...  相似文献   

Situating graphs as workplace knowledge     

Richard Noss  Arthur Bakker  Celia Hoyles  Phillip Kent 《Educational Studies in Mathematics》2007,65(3):367-384

We investigate the use and knowledge of graphs in the context of a large industrial factory. We are particularly interested in the question of “transparency”, a question that has been extensively considered in the general literature on tool use and, more recently, by Michael Roth and his colleagues in the context of scientific work. Roth uses the notion of transparency to characterise instances of graph use by highly educated scientists in cases where the context was familiar: the scientists were able to read the situation “through” the graph. This paper explores the limits of the validity of the transparency metaphor. We present two vignettes of actual graph use by a factory worker, and contrast his actions and knowledge with that of a highly qualified process engineer working on the same production line. We note that in neither case the graphs were transparent. We argue that a fuller account that describes a spectrum of transparency is needed, and we seek to achieve this by adopting some elements of a semiotic approach that enhance a strictly activity-theoretical view.  相似文献