Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into?     

Arthur James Swart  Nicolaas Luwes  Lienie Olwagen  Cameron Greyling  Carel Korff 《European Journal of Engineering Education》2017,42(6):653-667

Academics must be encouraged to reflect on their teaching, to apply new pedagogies to support student learning and to report on the results of these actions, which really forms part of programmes relating to Scholarship of Teaching and Learning (SoTL). However, there seems to be resistance among some academics to get involved in these programmes due to fear of change or discrimination. The purpose of this article is to highlight the perceptions of four academics from different engineering fields towards such a programme from a University of Technology in South Africa. A qualitative study is employed where a focus group interview was used to gather data which are correlated to the SoTL unicycle detailed in the article. A benefit of joining an SoTL programme includes ‘developing a teaching action plan’ while a key challenge relates to time concerns. An implication may be to stimulate awareness among non-participating academics about what an SoTL programme really engenders.  相似文献   

To Share or Not to Share: A Study of Educational Dilemmas Regarding the Promotion of Creativity and Innovation in Entrepreneurship Education     

Mikkel Snorre Wilms Boysen  Lena Højgaard Jansen  Mathilde Knage 《Scandinavian Journal of Educational Research》2020,64(2):211-226

ABSTRACT

Within both society and education, economic and social entrepreneurship is considered to be of great importance. However, there appear to exist different and contradictory principles regarding the essence of this entrepreneurship. On the one hand, entrepreneurship is associated with economical concepts like competition, individual achievement and commodification. On the other hand, entrepreneurship is associated with collaboration, sharing and collective endeavors. The different notions and rationales represent a dilemma from an educational perspective, in the sense that the students may find themselves split between individual and collaborative methods and ideals. In this study, this dilemma is explored through a case study conducted in collaboration with students from the field of Social Education. The case study indicates that ambivalent notions about entrepreneurship, creativity and innovation entail a number of pedagogical challenges and produce occasional frustration among students. Especially, the students demonstrate different attitudes towards the concept of sharing ideas with their peers. At the end of the article, further educational implications of the study are discussed.  相似文献   

The relative efficiency of charter schools: A cost frontier approach     

Timothy J. Gronberg  Dennis W. Jansen  Lori L. Taylor 《Economics of Education Review》2012

Charters represent an expansion of public school choice, offering free, publicly funded educational alternatives to traditional public schools. One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. The potential relative efficiency advantage of charters vis-a-vis traditional publics is one of the mechanisms that supports the hypotheses that charters could improve performance for their students while using the same or fewer resources, and that the systemic effect of charters could lead to improved outcomes for traditional public students without requiring an increase in education sector resources.  相似文献   

Impact of Overt and Subclinical Hypothyroidism on Exercise Tolerance: A Systematic Review     

Jeannette A. C. Lankhaar  Wouter R. de Vries  Jaap A. C. G. Jansen  Pierre M. J. Zelissen  Frank J. G. Backx 《Research quarterly for exercise and sport》2013,84(3):365-389

Purpose: This systematic review describes the state of the art of the impact of hypothyroidism on exercise tolerance and physical performance capacity in untreated and treated patients with hypothyroidism. Method: A systematic computer-aided search was conducted using biomedical databases. Relevant studies in English, German, and Dutch, published from the earliest date of each database up to December 2012, were identified. Results: Out of 116 studies, a total of 38 studies with 1,379 patients fulfilled the inclusion criteria. These studies emphasize the multifactorial causes of exercise intolerance in untreated patients by the impact of limitations in different functional systems, with cardiovascular, cardiopulmonary, musculoskeletal, neuromuscular, and cellular metabolic systems acting in concert. Moreover, the studies affirm that exercise intolerance in patients is not always reversible during adequate hormone replacement therapy. As a consequence, despite a defined euthyroid status, there remains a significant group of treated patients with persistent complaints related to exercise intolerance who are suffering from limitations in daily and sport activities, as well as an impaired quality of life. An explanation for this phenomenon is lacking. Only 2 studies investigated the effects of a physical training program, and they showed inconsistent effects on the performance capacity in untreated patients with subclinical hypothyroidism. Conclusions: A limited body of knowledge exists concerning exercise tolerance in treated patients with hypothyroidism, and there is an insufficient amount of quantitative studies on the effects of a physical training program. To enhance exercise and sports participation for this specific group, more research in this forgotten area is warranted.  相似文献   

How is the approach to teaching at secondary school related to first-year university achievement?     

Marjolein Torenbeek  Ellen P.W.A. Jansen  W.H. Adriaan Hofman 《School Effectiveness & School Improvement》2013,24(4):351-370

The study presented here is an elaboration on recent educational effectiveness research focusing on long-term school effects. Central in this study is the approach to teaching at secondary schools and its relation to student perception of the fit between school and university and 1st-year academic achievement. Based on previous research, a coding scheme is developed to classify pre-university schools based on the approach to teaching in the upper 3 years. Schools are scored according to this coding scheme and grouped with hierarchical cluster analysis, resulting in 3 groups: 1 characterized by a strong teacher-regulation approach, 1 with a shared regulation approach to learning, and 1 intermediate group. Multiple analysis of covariance shows differences between school clusters regarding student 1st-year achievement in soft science programmes.  相似文献   

The Development of Metacognition in Primary School Learning Environments     

Bernadet de Jager  Margo Jansen  Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196

Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures.  相似文献   

Research on teaching English in Danish schools 1959–1965     

Jesper Florander  Mogens Jansen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):312-325

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Curriculum change and contextual realities in South African education: cui bono?     

Jonathan D. Jansen 《课程研究杂志》2013,45(6):521-527

All planned change efforts imply a commitment to a certain view of reality, and acceptance of certain modes of realizing ends. Those assumptions constitute the conscious or unconscious bases for selecting specific courses of action and thus precede all tactical decisions. To the extent that change agents cannot identify those basic assumptions and their implications, they cannot explore the full range of effective strategies for change. (Crowfoot and Chesler 1974)  相似文献   

In search of the excellent literature teacher. An inductive approach to constructing professional teaching standards     

T.C.H. Witte  E.P.W.A. Jansen 《Teachers and Teaching》2013,19(5):565-583

This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many teachers to the one-size-fits-all teaching standards imposed on them from above. We, therefore, looked for an alternative and canvassed teacher opinion about what makes an excellent literature teacher. Because our standards will be used to evaluate the profession, we also wished to know to what extent teachers satisfy (or would like to satisfy) their own ideal, and which factors influence their professional development. Contrary to earlier studies, we found that the professional community of literature teachers hold widely shared ideas about what constitutes excellence in their profession. We also found that almost 40% felt that their own level of professionalism fell far short of excellence, but that their professional growth was primarily hampered by external, contextual factors. If the government wishes to promote teacher ‘excellence’, the infrastructure for professional development will need to change so that teachers can acquire the knowledge and skills embodied in the teaching standards.  相似文献   

Evaluating the performance of demographic targeting using gender in sponsored search     

Bernard J. Jansen  Kathleen Moore  Stephen Carman 《Information processing & management》2013

In this research, we evaluate the effect of gender targeted advertising on the performance of sponsored search advertising. We analyze nearly 7,000,000 records spanning 33 consecutive months of a keyword advertising campaign from a major US retailer. In order to determine the effect of demographic targeting, we classify the campaign’s key phrases by a probability of being targeted for a specific gender, and we then compare the key performance indicators among these groupings using the critical sponsored search metrics of impressions, clicks, cost-per-click, sales revenue, orders, and items, and return on advertising. Findings from our research show that the gender-orientation of the key phrase is a significant determinant in predicting behaviors and performance, with statistically different consumer behaviors for all attributes as the probability of a male or female keyword phrase changes. However, gender neutral phrases perform the best overall, generating 20 times the return of advertising than any gender targeted category. Insight from this research could result in sponsored advertising efforts being more effectively targeted to searchers and potential consumers.  相似文献