Season of birth and school success in the early years of primary education     

Pieter Verachtert  Bieke De Fraine  Patrick Onghena  Pol Ghesquière 《牛津教育评论》2013,39(3):285-306

Several studies have reported significant relationships between children’s season of birth and measures of their academic success (i.e., the ‘season of birth effect’). Whereas most of these studies were cross‐sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut‐off date is 31 December, children born in the fourth quarter (October‐November‐December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January‐February‐March), this was only 6.34%. First quarter‐born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect.  相似文献   

Remediation of Fluency: Word Specific or Generalised Training Effects?     

Inez E. Berends  Pieter Reitsma 《Reading and writing》2006,19(2):221-234

The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.  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   

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   

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   

David Kember and Paul Ginns: Evaluating teaching and learning. A practical handbook for colleges, universities and the scholarship of teaching     

Pieter Spooren 《Higher Education》2013,66(3):375-377

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Unraveling the digital divide: Time well spent or “wasted”?     

Alnaaz Kassam  Marie Iding  Pieter Hogenbirk 《Education and Information Technologies》2013,18(2):215-221

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Effects of Individualised Feedback and Instruction on Effort Attributions,Ability Attributions and Spelling Achievement     

Jan Pieter van Oudenhoven  Frans Siero  Peter Veen  Jan Withag 《Educational studies》1983,9(2):105-113

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QUALITY CONTROL IN HIGHER EDUCATION: THE AMOS‐SYSTEM     

Pieter J. D. Drenth 《Higher Education in Europe》1987,12(4):23-32

With the adoption in 1982 of the “Law of the Two‐Phase Structure”, which led to the restructuring of Dutch higher education and set strict time limits for the earning of degrees, both the universities and their students were required to increase their efficiency. One result has been that the universities have had to increasingly compete among themselves vis‐à‐vis the Dutch Ministry of Education for scarce resources, but at the same time, to cooperate among themselves and to take various corrective actions voluntarily so as to avoid having them imposed from above by the Ministry. One result of this new situation is the understanding that a system of external evaluation of given universities and programmes is needed. The Association of Cooperating Dutch Universities (VSNU) is elaborating a system of external quality control. The Ministry of Education through its Inspectorate already has the means at hand to conduct assessments. The proper way for individual universities to face the prospect of external evaluation, the author argues, is for them to create their own systems of internal evaluation. Such a system, the ‘Analysis Model pertaining to the Quality of Education in Faculties’ (the AMOS model according to its Dutch acronym), was developed at the Free University of Amsterdam. The remainder of this article describes the underlying philosophy, structure, and functioning of the AMOS system  相似文献   

The societal impact of the emerging quantum technologies: a renewed urgency to make quantum theory understandable     

Pieter?E.?VermaasEmail author 《Ethics and Information Technology》2017,19(4):241-246

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