Publishing school performance indicators: Some lessons     

Sjoerd Karsten  Adrie Visscher 《Prospects》2001,31(2):239-252

  相似文献   

How do STEM-interested students pursue multiple interests in their higher educational choice?     

Jonne Pieter Vulperhorst  Koen Rens Wessels  Arthur Bakker  Sanne Floor Akkerman 《International Journal of Science Education》2018,40(8):828-846

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.  相似文献   

The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions     

Stad  Femke E.  Wiedl  Karl H.  Vogelaar  Bart  Bakker  Merel  Resing  Wilma C. M. 《European Journal of Psychology of Education - EJPE》2019,34(1):123-146

The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.

  相似文献   

Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education     

Louise Elffers  Frans J. Oort  Sjoerd Karsten 《Learning and individual differences》2012,22(2):242-250

This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.  相似文献   

Crossing Boundaries Between School and Work During Apprenticeships     

Sanne F. Akkerman  Arthur Bakker 《Vocations and Learning》2012,5(2):153-173

  相似文献   

Monitoring child health: school doctors at work in a Dutch rural area (1930–1970)     

Nelleke Bakker 《History of education》2016,45(6):813-830

From 1948 the World Health Organization expected child hygiene to include mental health. This article discusses the way school doctors adapted their activities and concerns accordingly in the mid-twentieth century in an agrarian-industrial area of the Netherlands. In spite of an improvement in pupils’ physical health they shifted their attention only to a limited extent towards mental health. Nevertheless, it became an important aspect of their work, as they stimulated activities they conceived of as promoting both physical and mental health, such as gymnastics and swimming. Their key interest concerned mental deficiency and the promotion of special schooling. In this respect they played a very active role, to the extent of producing ‘feeblemindedness’ and learning disabilities. At the same time the school doctors clung to their traditional ideal of supporting the school’s effectiveness by trying to reduce possible dangers threatening pupils’ learning capacity and, increasingly, their mental well-being.  相似文献   

Socio‐economic background,parental involvement and teacher perceptions of these in relation to pupil achievement   总被引：1，自引：0，他引：1  

Joep Bakker  Eddie Denessen  Mariël Brus‐Laeven 《Educational studies》2007,33(2):177-192

Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired‐sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly than parental reports. The results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results.  相似文献   

Dynamic testing of gifted and average‐ability children's analogy problem solving: Does executive functioning play a role?          下载免费PDF全文

Bart Vogelaar  Merel Bakker  Lianne Hoogeveen  Wilma C. M. Resing 《Psychology in the schools》2017,54(8):837-851

In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7‐ to 8‐year‐old gifted and average‐ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), average‐ability dynamic testing (n = 31), and average‐ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average‐ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion.  相似文献   

Training Visual Control in Wheelchair Basketball Shooting     

Raôul R. D. Oudejans  Sjoerd Heubers  Jean-René J. A. C. Ruitenbeek  Thomas W. J. Janssen 《Research quarterly for exercise and sport》2013,84(3):464-469

We examined the effects of visual control training on expert wheelchair basketball shooting, a skill more difficult than in regular basketball, as players shoot from a seated position to the same rim height. The training consisted of shooting with a visual constraint that forced participants to use target information as late as possible. Participants drove under a large screen that initially blocked the basket. As soon as they saw the basket they shot. When training with the screen, shooting percentages increased. We conclude that visual control training is an effective method to improve wheelchair basketball shooting. The findings support the idea that perceptualmotor learning can be enhanced by manipulating relevant constraints in the training environment, even for expert athletes.  相似文献   

The social fabric of elementary schools: a network typology of social interaction among teachers     

Nienke M. Moolenaar  Peter J.C. Sleegers  Sjoerd Karsten  Alan J. Daly 《Educational studies》2012,38(4):355-371

While researchers are currently studying various forms of social network interaction among teachers for their impact on educational policy implementation and practice, knowledge on how various types of networks are interrelated is limited. The goal of this study is to understand the dimensionality that may underlie various types of social networks in schools. We assessed seven types of social interaction using social network data of 775 educators from 53 Dutch elementary schools. The quadratic assignment procedure, multidimensional scaling and network visualisations were used to discern underlying dimensions that may explain the interrelatedness of these seven types of social networks. Findings suggest small to moderate similarity between the seven forms of social interaction. Results support a distinction between instrumental and expressive networks and suggest a second dimension of mutual in(ter)dependence to explain differences in social interaction among teachers. Implications for practice and research on teacher collaboration are discussed.  相似文献