EuraSCOPE: A Pan European Servicing Network for the Maintenance of Engineering Diplomas     

G. VAN DER PERRE 《European Journal of Engineering Education》1993,18(2):181-189

Todays development of knowledge and technology calls for ‘an engineering diploma with a service contract’. The service should include general updating, upgrading as well as custom-made training. This service can only be ensured Europe wide through European networks of universities, enterprises, professional organizations and government bodies. EuraSCOPE is a pan European network for the selection, development and Europe-wide dissemination of advanced training courses in technology and management. EuraSCOPE specializes in short courses with a European dimension, develops models for the combination of live courses with multi-media and distance training and contributes short courses to modular curricula. EuraSCOPE submitted the COMETT Cb project proposal ‘EuraSCOPE—Cb EQUAL’. The goal is the development, testing and promotion of a European total quality assurance system for short courses ( EQUAL: European Quality Label).  相似文献   

‘Reading drop‐outs’: Can they be predicted?     

D. VAN DONGEN 《欧洲特需教育杂志》2013,28(2):89-101

Abstract

In the Netherlands many pupils in grade one have difficulties in beginning reading. Approximately 7.5% of all children do not succeed in learning to read well enough to be able to proceed to the following school‐year together with the other pupils. These children either have to repeat a year or have to go back to kindergarten; alternatively, they are referred to special education. These children are called ‘reading drop‐outs’.  相似文献   

Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner,Sweller, and Clark (2006)     

HENK G. SCHMIDT  SOFIE M. M. LOYENS  TAMARA VAN GOG  FRED PAAS 《教育心理学家》2013,48(2):91-97

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.  相似文献   

The Relationship between Students' Problem Posing and Problem Solving Abilities and Beliefs:A Small-Scale Study with Chinese Elementary School Children     

CHEN Limin  Wim VAN DOOREN  Lieven VERSCHAFFEL 《Frontiers of Education in China》2013,(1)

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Rights     

ROBERT N. VAN WYK 《Philosophical Books》1996,37(1):65-66

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Animations and Problem Solving in a Windows Environment     

JAN T. VAN DER VEEN  HENK TER STEEGE 《European Journal of Engineering Education》1993,18(3):233-238

In this article we describe the way we teach our students a systematic problem solving method in a computer assisted learning project on ‘Dynamics for mechanical engineering’, Animations are used to enhance insight and motivation. We briefly discuss the theoretical foundations of systematic problem solving, and the role of animations. One of the dynamics problems will be described in more detail. Finally, we remark on the development tools used in the Windows environment.  相似文献   

The Development and Psychometric Evaluation of a Multidimensional Measurement Instrument of Professional Expertise     

BÉATRICE ISABELLA JOHANNA  MARIA VAN DER HEIJDEN 《High Ability Studies》2000,11(1):9-39

The aim of the present study was to determine the nature of the knowledge and skills related to professional expertise, and to develop means by which such expertise may be individually measured. An instrument was developed consisting of five different scales (with contents ranging from 12 to 19 items each), each reflecting one of five dimensions: knowledge, meta-cognitive knowledge, skills, social recognition, growth and flexibility. Participants were two different, but relevant, groups of raters: individual employees (N = 558) and their immediate supervisors (N = 454). The item-sets for both groups are nominally identical, except that the wording was adapted when necessary to suit one group or the other. The reliabilities of the developed scales were high with Cronbach's alpha ranging from 0.83 to 0.94, for both the self-ratings and the supervisor ratings. All five scales are homogeneous and distinctive as corroborated by Multitrait-Multimethod and LISREL analyses. Background and construction of the instrument are discussed at length and the instrument is appended in two versions: the original Dutch questionnaire and an English version.  相似文献   

教育绩效的影响因素:来自比利时弗兰德语区的经验――荷语鲁汶大学Jan Van Damme教授专访     

Jan Van Damme  宁波 《外国中小学教育》2015,(4):1-4

比利时是一个联邦制国家,由荷语区(Flanders,弗兰德语区)、法语区(Wallonia,瓦隆语区)和德语区构成。自1989年宪法颁布实施以后,每一个语区承担自己的文化和教育事务。国际教育评价组织(International Association for the Evaluation of Educational Achievement)组织的六科成绩调查(Six Subject Survey)显示,弗兰德语区和瓦隆语区的教育质量在20世纪70年代处于旗鼓相当的水平。进入21世纪以后,弗兰德语区在各种国际学生评价中的表现均优于瓦隆语区。这种优势体现在各门学科(包括语言,数学和自然科学)和各个教育阶段(小学和中学)。与其他工业国家相比,弗兰德语区的学生在语言和数学两个学科处于领先水平,但是在自然科学学科上却处于落后水平。在本期的专家访谈中,我们将与Van Damme教授就弗兰德语区的中小学教育状况展开讨论。Van Damme教授是荷语鲁汶大学(KU Leuven)的荣修教授,他和他的团队长期致力于学生学业成绩和幸福感跟踪研究。  相似文献   

Conceptual Development and Relativism: reply to Siegel     

WOUTER VAN HAAFTEN 《Journal of Philosophy of Education》1993,27(1):87-100

I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage-relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage-bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its justijcation. Education cannot, therefore, be conceived as commuunication between equals. Reality is different for children, not simply defective or wrong.  相似文献   

Counseling Athletes: A New Specialty in Counselor Education     

ALBERT J. PETITPAS  CHRISTINE L. BUNTROCK  JUDY L. VAN RAALTE  BRITTON W. BREWER 《Counselor Education & Supervision》1995,34(3):212-219

A master's-level specialization in athletic counseling is described. Development of the program, course work, student recruitment, and program evaluation are discussed.  相似文献