Evaluation of PubMed filters used for evidence-based searching: validation using relative recall          下载免费PDF全文

Arjen Hoogendam  Pieter F. de Vries Robb  Anton F.H. Stalenhoef    A. John P.M. Overbeke 《Medical Library and Historical Journal》2009,97(3):186-193

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Computer-based exercises for learning to read and spell by deaf children     

Reitsma P 《Journal of deaf studies and deaf education》2009,14(2):178-189

There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises.  相似文献   

‘Keep the damned women out’: the struggle for coeducation,by Nancy Weiss Malkiel     

Pieter Dhondt 《History of education》2018,47(5):706-708

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Characterisation of Physicochemical Properties of Propionylated Corn Starch and Its Application as Stabiliser     

Lee-Fen Hong  Lai-Hoong Cheng  Chong Yew Lee  Kok Khiang Peh 《Food Technology and Biotechnology》2015,53(3):278-285

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Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology     

Pieter J. Beers  Henny P. A. Boshuizen  Paul A. Kirschner  Wim Gijselaers  Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.

Pieter J. BeersEmail:

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Silence or the sound of limpid water: disability,power, and the educationalisation of silence     

Pieter Verstraete 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):498-513

Abstract

In this article the history of silence is looked at from an educational perspective. By closely examining the way three nineteenth-century authors – who all based their educational theories on concrete experiences with persons with disabilities – have related themselves to silence, it will be argued that silence has been educationalised. Silence has been increasingly integrated in the teacher’s official tool box in order to make sure a new kind of discipline can be encountered in the classroom. The educationalisation of silence that can be found in the works of Jean-Marc Itard, Edouard Seguin and Maria Montessori seems to have been paralleled by a transformation in the way power was wielded over pupils in schools. Towards the end of the nineteenth century, silence seems to have lost its ability to symbolise critique and increasingly to have been used to steer the behaviour of children in a subtle way. In other words, by closely looking at the work of Itard, Séguin and Montessori one can see how silence became an integral part of a new educational landscape that tried to seduce children to do particular things and act in a particular way. In nineteenth-century schools the sound of docility would indeed gradually be replaced by the seduction of silence.  相似文献   

An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers     

Verena Thaler  Karin Landerl  Pieter Reitsma 《European Journal of Psychology of Education - EJPE》2008,23(1):3-23

In 4 studies we tested the efficacy of artificial, letter based pronunciations to support poor spellers in building up stable orthographic representations. In all 4 studies children’s spelling skills improved during training. However, the experimental group who was trained to articulate a spelling pronunciation before spelling the word did not show a larger benefit than a well matched control group receiving the same type of training, but without spelling pronunciations. Thus, in a series of well-controlled studies using different sets of training words and slightly different training methods spelling pronunciations turned out not to be of specific help to acquire word spellings. On the contrary, knowledge of spelling pronunciations seems to be a by-product of acquiring the correct spelling.  相似文献   

The effectiveness of Orton‐Gillingham‐based instruction with Singaporean children with specific reading disability (dyslexia)     

Noel Chia Kok Hwee  Stephen Houghton 《British Journal of Special Education》2011,38(3):143-149

This article, written by Assistant Professor Noel Chia from the National Institute of Education, Nanyang Technological University, Singapore and Professor Stephen Houghton from the Centre for Child and Adolescent Related Disorders, University of Western Australia, reports an empirical evaluation of a one‐year Orton‐Gillingham instruction based reading intervention programme. The programme was conducted with 77 (61 male and 16 female) Singaporean primary school‐aged children with dyslexia and a pre‐test/post‐test experimental group design was incorporated into a hybrid multiple baseline to inform analysis. A multivariate analysis of variance revealed a highly significant main effect for pre‐post on the composite dependent variable made up of word recognition age (WRA), word expression age (WEA) and sentence reading age (SRA) scores. Univariate F tests revealed significant improvements in WRA and WEA. These effects were modest (7% and 8% variance accounted for, respectively) but high enough to be considered educationally significant. There was no main effect for SRA and no main effect as well as no significant interaction effect for teacher, indicating that teacher was not a moderating variable in the gains made on the subtests.  相似文献   

Unravelling gender composition effects on rule-breaking at school: a focus on study attitudes     

Jannick Demanet  Pieter Vanderwegen  Hans Vermeersch  Mieke Van Houtte 《Gender and education》2013,25(4):466-485

Previous research on consequences of schools' gender composition has mostly investigated students' socio-emotional well-being and achievement, while students' academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesise that boys attending schools with a higher proportion of girls adopt the latter's positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter's negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish educational assessment, consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed.  相似文献   

Applying Visitor Preference Criteria to Choose Pro‐wildlife Behaviors to Ask of Zoo Visitors     

Liam Smith  Betty Weiler  Amy Smith  Pieter van Dijk 《Curator: The Museum Journal》2012,55(4):453-466

Abstract Many zoos now emphasize that their role in conservation includes influencing the behavior of their visitors for the benefit of wild animals. However, there is limited evidence of behavioral change to support this emphasis; one reason may be that requested behaviors are not viewed favorably by zoo visitors. The purpose of the present study was to involve zoo staff in a process of identifying and prioritizing pro‐wildlife behaviors using a set of criteria that noted what zoo visitors prefer. This was achieved by replicating Smith’s (2009a) study but including visitor‐preferred attributes identified in Smith, Curtis, and van Dijk (2010) . Across several zoos in Australia, 152 staff members participated in seven Nominal Group Technique workshops. Initially over 500 behaviors were identified and prioritized, first by filtering behavior lists, then by participants voting on behaviors. When voting, participants tended to choose behaviors promoting wildlife‐friendly consumerism and donations.  相似文献