Cultural Transmission and Inter-generational Interaction     

Jeroen Dekker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,21(2):77-95

A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers.  相似文献   

Teacher help for conceptual level raising in mathematics     

Monique Pijls  Rijkje Dekker  Bernadette Van Hout-Wolters 《Learning Environments Research》2007,10(3):223-240

A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: “Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?” Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult.  相似文献   

Parental distress: the initial phase of hearing aid and cochlear implant fitting     

Burger T  Spahn C  Richter B  Eissele S  Löhle E  Bengel J 《American annals of the deaf》2005,150(1):5-10

The results of previous cross-section studies suggest that childhood hearing impairment may lead to parental psychosocial stress. The present study investigated whether modifications in parental psychic state can be ascertained in connection with the child's treatment events and the child's hearing and speech status, in a prospective study design. Data were available on 116 fathers and mothers regarding the pre-cochlear implant examination or hearing aid fitting of their child. In the course of the child's treatment, parental quality of life improved from a low to a normal level. Among children who were at the stage of pre-examination for a cochlear implant, better hearing and speech capacity was linked to more severe impairment of the parental state. It is emphasized that the parents whose children showed comparatively good language development at the time of pre-examination for a cochlear implant were especially subjected to stress.  相似文献   

Isaac Leon Kandel     

Erwin Pollack 《Prospects》1993,23(3-4):775-787

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Scaling up strategies for change: change in formative assessment practices     

Truus Dekker  Els Feijs 《Assessment in Education: Principles, Policy & Practice》2005,12(3):237-254

This article discusses some of the results of the CATCH (Classroom Assessment as a basis for Teacher Change) project. CATCH was meant to develop, apply and scale up a professional development programme designed to change teachers’ instruction by helping them change their formative assessment practices. The authors focus on the analysis of three consecutive rounds of structured interviews with CATCH teachers in two US school districts. Regarding teacher changes through participation in this programme, changes in attitude toward assessment as well as in their classroom practices were found for all participants from both research sites. Some striking attitude changes were related to the so‐called assessment pyramid, a crucial element of the CATCH professional development programme. The interviews also revealed which sources of support teachers thought were important to help sustain these changes in their classrooms, schools and school districts. Evidence of scaling up and dissemination of presented ideas, ideas ‘travelling’ to other curriculum areas, larger groups of teachers and other grade levels was also found. Appropriate organizational structures have enabled ‘travel’ on a district level.  相似文献   

The Relation Between Breakfast Skipping and School Performance in Adolescents     

Annemarie Boschloo  Carolijn Ouwehand  Sanne Dekker  Nikki Lee  Renate de Groot  Lydia Krabbendam  Jelle Jolles 《Mind, Brain, and Education》2012,6(2):81-88

Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail.  相似文献   

How Children Regulate their Own Collaborative Learning     

Rijkje Dekker  Marianne Elshout-Mohr  Terry Wood 《Educational Studies in Mathematics》2006,62(1):57-79

In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice.  相似文献   

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning   总被引：1，自引：2，他引：1  

Rijkje Dekker  Marianne Elshout-Mohr 《Educational Studies in Mathematics》2004,56(1):39-65

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Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship     

Hessel Nieuwelink  Paul Dekker  Geert ten Dam 《Cambridge Journal of Education》2019,49(3):275-292

Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed.  相似文献   

Electronic Media     

Eli M. Noam  Erwin G. Krasnow  Jill Abeshouse Stern  Ronald B. Kaatz  Kathy Krendl 《Communication Booknotes Quarterly》2013,44(11)

VIDEO MEDIA COMPETITION: REGULATION, ECONOMICS, AND TECHNOLOGY edited by Eli M. Noam (New York: Columbia University Press, 1985---price not given)

RESEARCH PAPERS SERIES (Research Program in Telecommunications and Information Policy, 726 Uris Hall, Columbia University, New York 10027—$5.00 each)

THE NEW VIDEO MARKETPLACE: A REGULATORY IDENTITY CRISIS by Erwin G. Krasnow and Jill Abeshouse Stern (Cambridge, MA: Harvard University Program on Information Resources Policy, 1985---price not given, paper)

CABLE ADVERTISER'S HANDBOOK by Ronald B. Kaatz (Lincolnwood, IL: National Textbook Company, 1985---$19.95)

THE NEW INSTRUCTIONAL TECHNOLOGIES AND THE DEVELOPMENT OF EDUCATIONAL BROADCAST TELEVISION by Kathy Krendl et al (Bloomington, IN: Institute for Communication Research of Indiana University, 1985--- price not given, paper)  相似文献