Topic variability and criteria in interpretational history teaching     

Bjorn Wansink  Sanne Akkerman  Theo Wubbels 《课程研究杂志》2017,49(5):640-662

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.  相似文献   

The development of the classroom social climate during the first months of the school year     

M. Tim Mainhard  Mieke BrekelmansPerry den Brok  Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.  相似文献   

Primary school students' metacognitive beliefs about religious education     

Theo van der Zee  Chris Hermans  Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293

So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools.  相似文献   

Graphical Analysis of Test Items     

Theo A. van Batenburg  Jacob A. Laros 《Educational Research and Evaluation》2013,19(3):319-333

Graphical Item Analysis (GIA) visually displays the relationship between the total score on a test and the response proportions of the correct and false alternatives of a multiple-choice item. The GIA method provides essential and easily interpretable information about item characteristics (difficulty, discrimination and guessing rate). Low quality items are easily detected with the GIA method because they show response proportions on the correct alternative which decrease with an increase of the total score, or display response proportions of one or more false alternatives which do not decrease with an increase of the total score. The GIA method has two main applications. Firstly, it can be used by researchers in the process of identifying items that need to be excluded from further analysis. Secondly, it can be used by test constructors in the process of improving the quality of the item bank. GIA enables a better understanding of test theory and test construction, especially for those without a background in psychometrics. In this sense, the GIA method might contribute to reducing the gap between the world of psychometrists and the practical world of constructors of achievement tests.  相似文献   

Related Multiscreening as a Strategy to Retain Audiences and Increase Persuasion During a Commercial Break     

Claire M. Segijn  Theo Araujo  Hilde A. M. Voorveld  Edith G. Smit 《广播与电子媒介杂志》2020,64(1):41-61

The aim of the study was to deepen our understanding of how related multiscreening affects audience memory and persuasion. A survey was administered after a live television show. The results showed that the higher the perceived relatedness of the multi-screen activity, the more persuasive the message. This effect was mediated by subsequent attention to television content, program involvement, and attention to the commercial break. The model was replicated for three different multiscreen activities: social media use, chatting, and information search. Furthermore, it was found that related multiscreening increased the likelihood of respondents staying tuned to the television after the show.  相似文献   

How Much Time Do You Spend Online? Understanding and Improving the Accuracy of Self-Reported Measures of Internet Use     

Theo Araujo  Anke Wonneberger  Peter Neijens  Claes de Vreese 《Communication methods and measures》2017,11(3):173-190

Given the importance of survey measures of online media use for communication research, it is crucial to assess and improve their quality, in particular because the increasingly fragmented and ubiquitous usage of internet complicates the accuracy of self-reported measures. This study contributes to the discussion regarding the accuracy of self-reported internet use by presenting relevant factors potentially affecting biases of self-reports and testing survey design strategies to improve accuracy. Combining automatic tracking data and survey data from the same participants (N = 690) confirmed low levels of accuracy and tendencies of over-reporting. The analysis revealed biases due to a range of factors associated with the intensity of (actual) internet usage, propensity to multitask, day of reference, and the usage of mobile devices. An anchoring technique could not be proved to reduce inaccuracies of reporting behavior. Several recommendations for research practice follow from these findings.  相似文献   

Efficiency of Targeted Multistage Calibration Designs Under Practical Constraints: A Simulation Study     

Stphanie Berger  Angela J. Verschoor  Theo J. H. M. Eggen  Urs Moser 《Journal of Educational Measurement》2019,56(1):121-146

Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability‐related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust.  相似文献   

A five-dimensional framework for authentic assessment   总被引：1，自引：2，他引：1  

Judith T. M. Gulikers  Theo J. Bastiaens  Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):67-86

Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework, along with important issues that need to be considered when designing authentic assessments.  相似文献   

Impact of the Good Behavior Game on special education teachers     

Juliette A. B. Hopman  Pol A. C. van Lier  Jan van der Ende  Chris Struiksma  Theo Wubbels  Frank C. Verhulst 《Teachers and Teaching》2018,24(4):350-368

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.  相似文献   

The use of protocol materials as an evaluation instrument     

Nico Verloop  Theo Hendriks 《欧洲师范教育杂志》1979,2(4):187-199

In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it.  相似文献