Towards a Disabled Past: Some preliminary thoughts about the history of disability, governmentality and experience     

Pieter  Verstraete 《Educational Philosophy and Theory》2007,39(1):56-63

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What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?     

Hilte M  Reitsma P 《Annals of dyslexia》2008,58(2):97-114

Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.  相似文献   

The effect of a brief teacher training on student achievement     

Pieter C. Van Der Sijde 《Teaching and Teacher Education》1989,5(4)

On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training program on teacher behavior, student achievement, and student attitudes towards mathematics. From this study it appeared that the timing of the training was important for its effect on student achievement. There was no effect on student attitude.  相似文献   

AMOS: an evaluation model for institutions of higher education     

Willem Van Os  Pieter J. D. Drenth  George F. Bernaert 《Higher Education》1987,16(3):243-256

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Designing electronic collaborative learning environments   总被引：1，自引：3，他引：1  

Paul Kirschner  Jan-Willem Strijbos  Karel Kreijns  Pieter Jelle Beers 《Educational technology research and development : ETR & D》2004,52(3):47-66

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.  相似文献   

Educational soundscapes: tuning in to sounds and silences in the history of education     

Pieter Verstraete  Josephine Hoegaerts 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):491-497

Abstract

In order to introduce the special issue on “educational soundscapes” the editors, first of all, explore the intimate link between silence, sound and the production of social meaning. An acoustic history of education, so it is argued, cannot solely focus on silence nor can it solely focus on sound. After having demonstrated the necessity of taking into account sounds and silences at the same time, the term “educational soundscapes” consecutively is defined, historically contextualized and connected to the widely used concept of educationalization. Finally, the different contributions to the special issue are briefly introduced and connected to the main theme of the special issue, namely “educational soundscapes”.  相似文献   

Activating the meaning of a word facilitates the integration of orthography: evidence from spelling exercises in beginning spellers     

Maartje Hilte  Pieter Reitsma 《Journal of Research in Reading》2011,34(3):333-345

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Code Red: Triage Or COgnition‐based DEsign Rules Enhancing Decisionmaking TRaining In A Game Environment     

Erik D. van der Spek  Pieter Wouters  Herre van Oostendorp 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):441-455

Serious games have a great potential for training and educating people in novel and engaging ways. However, little empirical research has been done on the effectiveness of serious games, and although early findings do point to a moderately positive direction, even less is known about why some games succeed in effectively educating while others do not. We therefore propose a serious game, COgnition‐based DEsign Rules Enhancing Decisionmaking TRaining In A Game Environment (Code Red: Triage), which is designed to empirically test a number of cognition‐based design guidelines in the context of crisis management training that ameliorate mental model construction. Our purpose is to come to a set of design guidelines through empirical experiments that enhance the instructional design of serious games and can be used in the development of future games. Furthermore a method is discussed to extract the mental structure players have built during gameplay.  相似文献   

A practical approach for applying online remote experiments: OnPReX     

Sevak Khachadorian  Harald Scheel  Pieter de Vries  Christian Thomsen 《European Journal of Engineering Education》2011,36(1):21-34

The development of Internet technologies stimulates the increase of online technology-supported education in universities. Online learning based on remote experiments is capable of diminishing the scantiness in practical courses. In this paper, we present online practical courses based on remote experiments (OnPReX). These courses consist of online experiments, interactive graphics and an online tutoring-system organised at the Berlin Institute of Technology (TUB). We developed two online practical courses, one focusing on classical and the other on modern physics, for bachelor and intermediate diploma engineering students. Our online practical courses based on remote experiments took place in two test phases during two semesters. These courses were evaluated and the results were used to improve the courses. Our online practical courses on remote experiments have successfully been integrated as electives at the TUB.  相似文献   

Effects of explicit rules in learning to spell open- and closed-syllable words     

Maartje Hilte  Pieter Reitsma 《Learning and Instruction》2011,21(1):34-45

Second graders (N = 222; 7.7 years of age) practiced with open- and closed-syllable words in a computer-assisted training program and appropriate spelling rules were either explicitly provided during practice or not. Also, children practiced either with a small set of exemplars or with a large set; the latter condition was expected to promote the use of rules. A control group consisting of 209 second graders, who did not practice in the computer-assisted training program, was also included in the study. Learning effects of practice were established by testing the spelling of practiced words, as well as novel transfer words, in pre-, post-, and retention tests. The results in the posttest showed that with a large set of exemplars during practice explicitly provided spelling rules are supportive for learning to spell novel words but no further effects of explicit rules were found, either for practiced words or in the retention test.  相似文献