The Bricklayer Effect: How Accounting for Method Bias Affects First-Order Cultivation Relationships     

Lennert Coenen  Jan Van den Bulck 《Mass Communication and Society》2016,19(6):782-799

Although the issue of method bias is a well-known threat to the validity of self-reports, it has seldom been addressed in empirical media effects studies. This may be problematic because independent and dependent variables are often measured using similar methods. Thus, reported correlations may not only reflect common variance between the constructs of interest but also indicate common variance between the measurement methods. In this article, we present two cultivation studies investigating to what extent first-order cultivation relationships are influenced by common method variance. In both studies, controlling for a theoretically unrelated marker variable (Study 1: the estimated prevalence of bakers; Study 2: the estimated prevalence of bricklayers) diminished correlations between television-viewing frequency and prevalence estimates. This finding, referred to as the bricklayer effect, suggests a more thorough discussion on common method variance in cultivation research is needed.  相似文献   

Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson     

Lynn Van den Berghe  Greet Cardon  Isabel Tallir  David Kirk  Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670

Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.

Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.

Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.

Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.

Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson.  相似文献   

Management of Innovations from a Cultural-Individual Perspective     

Rudolf van den Berg  Roland Vandenberghe  Peter Sleegers 《School Effectiveness & School Improvement》2013,24(3):321-351

The history of education and schooling is characterised by not only the attainment of results but also ongoing critique of the existing situation in education and schooling. Developers and researchers are, as a result, constantly seeking new strategies and methods for the improved implementation of innovations in actual educational practice. The central question is which factors and which conditions facilitate the effects of innovations. In an attempt to answer this question, many educators will not so much be concerned with objective structural factors such as available funds, classmates, et cetera. They will be concerned, rather, with the questions of which socially constructed realities and which particular forms of involvement on the part of teachers, school administrators, and counsellors facilitate successful innovation. In our search for an answer to these questions, moreover, we will be guided by a cultural-individual perspective on innovation. Traditional innovative strategies – and, in particular, large scale strategies – seem not always suitable to deal with today's educational problems. Alternative scenario's for the management of innovations are considered.  相似文献   

The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements          下载免费PDF全文

Menahem Yeari  Marja Oudega  Paul van den Broek 《Journal of Research in Reading》2017,40(4):365-383

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Linking theory and practice: teacher research in history and geography classrooms     

Wilfried Admiraal  Maartje Buijs  Wout Claessens  Terence Honing  Jan Karkdijk 《Educational Action Research》2017,25(2):316-331

The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers.  相似文献   

History as narrative: the nature and quality of historical understanding for students with LD     

Espin CA  Cevasco J  van den Broek P  Baker S  Gersten R 《Journal of learning disabilities》2007,40(2):174-182

In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has implications for understanding the nature and quality of students' learning of history, and for potentially identifying sources of failure in learning.  相似文献   

A meta-evaluation of scientific research proposals: Different ways of comparing rejected to awarded applications     

Lutz Bornmann  Loet Leydesdorff  Peter Van den Besselaar 《Journal of Informetrics》2010,4(3):211-220

Combining different data sets with information on grant and fellowship applications submitted to two renowned funding agencies, we are able to compare their funding decisions (award and rejection) with scientometric performance indicators across two fields of science (life sciences and social sciences). The data sets involve 671 applications in social sciences and 668 applications in life sciences. In both fields, awarded applicants perform on average better than all rejected applicants. If only the most preeminent rejected applicants are considered in both fields, they score better than the awardees on citation impact. With regard to productivity we find differences between the fields. While the awardees in life sciences outperform on average the most preeminent rejected applicants, the situation is reversed in social sciences.  相似文献   

REVERSE DISCRIMINATION     

Ernest van den Haag 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):427-434

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Teacher Training in the Netherlands     

A.F.M. van den Berghe  B. de Kruif  J. Moonen  C. Nagtegaal  Tj. Plomp  J. Postma 《Educational Media International》2013,50(3):107-115

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Facilitating implementation of organs-on-chips by open platform technology     

Anke R. Vollertsen  Aisen Vivas  Berend van Meer  Albert van den Berg  Mathieu Odijk  Andries D. van der Meer 《Biomicrofluidics》2021,15(5)

Organ-on-chip (OoC) and multi-organs-on-chip (MOoC) systems have the potential to play an important role in drug discovery, disease modeling, and personalized medicine. However, most devices developed in academic labs remain at a proof-of-concept level and do not yet offer the ease-of-use, manufacturability, and throughput that are needed for widespread application. Commercially available OoC are easier to use but often lack the level of complexity of the latest devices in academia. Furthermore, researchers who want to combine different chips into MOoC systems are limited to one supplier, since commercial systems are not compatible with each other. Given these limitations, the implementation of standards in the design and operation of OoCs would strongly facilitate their acceptance by users. Importantly, the implementation of such standards must be carried out by many participants from both industry and academia to ensure a widespread acceptance and adoption. This means that standards must also leave room for proprietary technology development next to promoting interchangeability. An open platform with standardized interfacing and user-friendly operation can fulfill these requirements. In this Perspective article, the concept of an open platform for OoCs is defined from a technical perspective. Moreover, we discuss the importance of involving different stakeholders in the development, manufacturing, and application of such an open platform.  相似文献