Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

Reading Comprehension of Dutch Deaf Children     

Loes N. Wauters  Wim H. J. Van Bon  Agnes E. J. M. Tellings 《Reading and writing》2006,19(1):49-76

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade. The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading comprehension.  相似文献   

Picking the winners by consensus: Grant-giving practice in the Netherlands     

Dirk J. Van De Kaa 《Higher Education》1994,28(1):59-83

The Netherlands form a consensus democracy. In such a society the legitimacy of decisions is of great concern to all. An elaborate system of checks and balances tends to exist and the pressure to join an emerging consensus at meetings is both subtle and tremendously powerful. In the Dutch system of higher education and research the manifestations of the consensus ideal are numerous. This paper highlights them where appropriate. It reviews the Dutch research effort in an international perspective and concludes that R&D expenditure in the Netherlands, measured as a proportion of GDP, is declining. Fairly radical changes in science policy orientation since the 1960s are reviewed and the current frameworks for policy formulation, academic foresight and the organisation of support are sketched. After discussing NWO's different funding instruments, the practices of picking the winners are described in some detail. Three different peer review models are then discussed with special attention to their strengths and weaknesses. The paper's final section is focussed on the evaluation practices in force.  相似文献   

The Czech Republic Between Studentocracy,Academic Oligarchy and Managerialism: Are students powerful or powerless?     

Pabian  Petr  Hündlová  Lucie  Provázková  Karla 《Tertiary Education and Management》2011,17(3):191-203

Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position...  相似文献   

EQUAL OPPORTUNITY OR INTEGRATION FOR WOMEN IN THE DUTCH ACADEMIC WORLD     

Wouter Van Rossum  Esther K. Hicks 《Higher Education in Europe》1993,18(4):51-64

In 1981, the career structure in Dutch higher education was modified in such a way that performance criteria, particularly possession of a doctorate and research and publication activity, were required for promotion. In particular, the hierarchy of university posts below that of full professor was modified in such a way that persons holding so‐called WHM(senior scientific staff level) positions were required to reapply for the new UHD(associate professor) positions on a competitive basis which stressed the publication record of candidates. Using a sampling of academic women drawn from the natural sciences, the authors offer an explanation as to why women academics did less well than men in the competitions for these new posts. Although the process did not discriminate against women as such, it did not favour academics on the periphery of the profession, where many women at the time found themselves. The situation identified was the result of social factors more than of institutional discrimination. Presently, younger women ‐graduate students ‐ are rapidly moving from the periphery of the profession to the centre. Active involvement in professional networks will aid academic women in their careers; however, over‐involvement in family matters (the care network) may be harmful to the career progress of academic women.  相似文献   

Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?          下载免费PDF全文

Lisa Dewulf  Johan van Braak  Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951

This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.  相似文献   

To tag or not to tag? How to support organizing and classifying bookmarks from the Web (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web) (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web)     

Jaap Walhout  Johan L. H. Van Strien  Saskia Brand-Gruwel 《Infancia y Aprendizaje》2020,43(1):139-173

ABSTRACT

When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information.  相似文献   

THE JOHN DEWEY SOCIETY: A MEMOIR OF THE MIDDLE YEARS, 1947–1973     

William Van  Til 《Educational theory》1993,43(3):261-278

  相似文献   

What's wrong? Understanding beginners' problems with Prolog     

Maarten W. Van Someren 《Instructional Science》1990,19(4-5):257-282

This paper reviews psychological research on programming and applies it to the problems of learning and teaching Prolog. We present a psychological model that explains how a certain class of errors in programs comes about. The model fits quite well with the results of a small sample of students and problems. The problems that underlie these and other errors seem to be (a) the complexity of the Prolog primitives (unification and backtracking) and (b) the misfit between students' naive solutions to a problem and the constructs that are available in Prolog (e.g. iterative solutions do not map easily to recursive programs). This suggests that learning Prolog could be helped by (1) coherent and detailed instruction about how Prolog works, (2) emphasis on finding recursive solutions that do not rely on primitives such as assignment and (3) instruction in programming techniques that allow students to implement procedural solutions.  相似文献   

Language proficiency and lateral position in the classroom     

Dirk J. Bakker Ph.D.  Raymond Van Rijnsoever Ph.D. 《Annals of dyslexia》1977,27(1):37-53

This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children, taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound. This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.” The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake. Editor  相似文献