Education on population matters in Europe: results from a comparative survey among students in five European countries     

Christine Van Peer 《Compare》2006,36(1):105-123

In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance.  相似文献   

Does teachers’ pedagogical content knowledge affect their fluency instruction?     

H. T. G. Van den Hurk  A. A. M. Houtveen  W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.  相似文献   

The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study     

Mariola Moeyaert  Maaike Ugille  John M. Ferron  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2016,84(3):473-509

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.  相似文献   

Globalization and the freedom of knowledge     

Sylvia Van De Bunt‐kokhuis 《Higher Education in Europe》2004,29(2):269-284

This article considers the transmission of knowledge in higher education. It takes the metaphor of the music industry that pre‐selects the music people can buy. The sales potential is the leading principle in the selection process. Often the small producer is excluded because his or her music is not of commercial interest. The end‐customer does not know what he or she is missing because he or she has never heard the music. It is to be feared that a similar market principle will also influence the selection of knowledge and affect the capacity of higher education institutions to freely generate and transmit new knowledge. The globalization of higher education risks homogenizing the cultural traditions of the non‐Western world through a process of Western cultural domination. On the other hand, the Internet, via open source software like LINUX, might serve to democratize higher education and allow greater grassroots input.  相似文献   

Distributing and Showing Farmer Learning Videos in Bangladesh     

Jeffery W. Bentley  Paul Van Mele  Md. Harun-ar-Rashid  Timothy J. Krupnik 《The Journal of Agricultural Education and Extension》2016,22(2):179-197

Purpose: To describe the results of showing farmer learning videos through different types of volunteers.

Design/Methodology/Approach: Semi-structured interviews with volunteers from different occupational groups in Bangladesh, and a phone survey with 227 respondents.

Findings: Each occupational group acted differently. Shop keepers, tillage service providers, agricultural input and machine dealers reached fairly small audiences. Tea stall owners had large, male audiences. Non-governmental organisations and community-based organisations, reached more women. The cable TV (dish-line) operators showed the videos on local TV, but some were reluctant to do so again. The Union Information Service Centres showed the videos and reached women viewers. Half of the official government extension agents surveyed also showed the videos publically.

Practical Implication: This video featured maize, wheat and rice seeding machinery. Because the machinery is complex and requires hands-on training, this first video aimed to expose tillage and sowing service providers and farmers to the machinery, without trying to teach them how to use it. But some farmers were so interested that they watched the video many times to learn more about the equipment. Before farmers and service providers decide to buy machinery for direct seeding, they still want to see and learn from demonstration plantings, to examine first-hand how the crop behaves when planted with the new equipment.

Originality/Value: Video can be an effective way of sharing high-quality information with a large audience, if properly distributed.  相似文献   

Mergers and acquisitions: Their effect on the innovative performance of companies in high-tech industries   总被引：6，自引：0，他引：6  

Myriam Cloodt  John Hagedoorn  Hans Van Kranenburg 《Research Policy》2006,35(5):642-654

This study examines the post-M&A innovative performance of acquiring firms in four major high-tech sectors. Non-technological M&As appear to have a negative impact on the acquiring firm's post-M&A innovative performance. With respect to technological M&As, a large relative size of the acquired knowledge base reduces the innovative performance of the acquiring firm. The absolute size of the acquired knowledge base only has a positive effect during the first couple of years after which the effect turns around and we see a negative effect on the innovative performance of the acquiring firm. The relatedness between the acquired and acquiring firms’ knowledge bases has a curvilinear impact on the acquiring firm's innovative performance. This indicates that companies should target M&A ‘partners’ that are neither too unrelated nor too similar in terms of their knowledge base.  相似文献   

Infant joint attention, temperament, and social competence in preschool children   总被引：2，自引：0，他引：2  

Vaughan Van Hecke A  Mundy PC  Acra CF  Block JJ  Delgado CE  Parlade MV  Meyer JA  Neal AR  Pomares YB 《Child development》2007,78(1):53-69

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.  相似文献   

Developmental trends for object and spatial working memory: a psychophysiological analysis     

Van Leijenhorst L  Crone EA  Van der Molen MW 《Child development》2007,78(3):987-1000

This study examined developmental trends in object and spatial working memory (WM) using heart rate (HR) to provide an index of covert cognitive processes. Participants in 4 age groups (6-7, 9-10, 11-12, 18-26, n=20 each) performed object and spatial WM tasks, in which each trial was followed by feedback. Spatial WM task performance reached adult levels before object WM task performance. The differential developmental trends for object and spatial WM found in this study are taken to suggest that these WM components are separable. Negative performance feedback elicited HR slowing that was more pronounced for adults than for children. The development of performance monitoring as indexed by covert HR slowing following performance feedback contributes to WM performance.  相似文献   

Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation     

Bakker DJ  Van Strien JW  Licht R  Smit-Glaudé SW 《Annals of dyslexia》2007,57(1):99-111

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.  相似文献   

The directional links between students’ academic motivation and social integration during the first year of higher education     

Noyens  Dorien  Donche  Vincent  Coertjens  Liesje  van Daal  Tine  Van Petegem  Peter 《European Journal of Psychology of Education - EJPE》2019,34(1):67-86

European Journal of Psychology of Education - Previous theoretical research proposed a link between students’ academic motivation and students’ experiences of social integration, but...  相似文献