Analysing change in learning strategies over time: A comparison of three statistical techniques     

Liesje Coertjens  Tine van Daal  Vincent Donche  Sven De Maeyer  Gert Vanthournout  Peter Van Petegem 《Studies in Educational Evaluation》2013

Change in learning strategies during higher education is an important topic of research when considering students’ approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided.  相似文献   

Measuring Older Adults' Abuse: Evaluation of Formative Indicators to Promote Brevity     

Gert Lang  Liesbeth De Donder  Bridget Penhale  José Ferreira-Alves  Ilona Tamutiene  Minna-Liisa Luoma 《Educational gerontology》2013,39(7):531-542

Some literature on elder abuse recommends, and practitioners claim, that there should be better assessment and screening tools. In order to improve the accuracy of measurement instruments, the purpose of this article is threefold: (a) describing the construction of an instrument with formative indicators and the survey design about the sensitive topic of elder abuse, (b) development of an analytic strategy to improve the precision of the measures by (c) evaluating the measurement instrument through quality criteria against outcomes of the instrument. We randomly selected 2,880 home-dwelling older women aged 60 and above from five European Union countries who participated in a survey on elder abuse. Prevalence data on abuse against older women was gathered using a postal (BE, FI, PT), face-to-face (BE, LT), and telephone survey (AT) but using an identical instrument. A table with outcome measures was calculated to evaluate the formative indicators of the measurement instrument, and a decision strategy for item reduction was developed. The results suggest that 12 (35%) of the original 34-indicators instrument can be omitted. The adapted version can provide the same elder abuse prevalence rates (reliability) with the same negative associations in terms of life quality (validity). The results indicate in an applied way how an elder abuse instrument can be evaluated and further developed using formative measures.  相似文献   

Good education in an age of measurement: on the need to reconnect with the question of purpose in education   总被引：5，自引：0，他引：5  

Gert Biesta 《Educational Assessment, Evaluation and Accountability》2009,21(1):33-46

In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.  相似文献   

An extreme case of action learning at BAT Niemeyer   总被引：1，自引：1，他引：0  

Emiel Eckstein  Gert Veenhoven 《Action Learning: Research and Practice》2009,6(2):171-176

Becoming a ‘winning organization’ when one currently is an ‘ugly ducking’ can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee involvement was heavily emphasized. In the following article, it is described how action learning was used by the company and what resulted from this. Some of the difficulties involved in the process are also set out. Some of the ‘lessons learned’ for action learning development are briefly discussed as well. Although action learning was not used in all of the firm's initiatives to realize the abovementioned transformation, we think these lessons can be drawn nevertheless.  相似文献   

Will that be on the test? Perceived task demands and test performance in a classroom context     

Hein Broekkamp  Huub Ven den Bergh  Bernadette H. A. M. Van Hout-Wolters  Gert Rijlaarsdam 《European Journal of Psychology of Education - EJPE》2002,17(1):75-92

Departing from a realistic classroom context, this study focuses on the relationship between students’ perception of task demands and their learning performance. History teachers (N=20) and their 11th-grade students (N=375) rated the relative importance of sections of an instructional text on which teachers would be giving a test. In addition, test grades were collected. It was hypothesized that the degree of correspondence between ratings of individual students and those of their teacher would reflect the accurateness of students’ perception of task demands and therefore would be positively related with test grade. Multilevel analysis revealed partly support for this hypothesis. Students with higher grades more consistently showed a relative close correspondence with their teacher than students with lower grades. Nonetheless, a substantial number of students who showed a relatively close correspondence with their teacher, obtained a low test grade. This suggests that a more accurate perception of task demands did not guarantee a higher test performance.  相似文献   

From Representation to Emergence: Complexity's challenge to the epistemology of schooling   总被引：1，自引：0，他引：1  

Deborah  Osberg  Gert Biesta  & Paul  Cilliers 《Educational Philosophy and Theory》2008,40(1):213-227

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The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL     

Elke Van Steendam  Gert Rijlaarsdam  Lies Sercu  Huub Van den Bergh 《Learning and Instruction》2010,20(4):316-327

Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.  相似文献   

Bewegungsberatung durch Experten aus der Sportwissenschaft. Eine Public Health Strategie zur Erhöhung körperlicher Aktivität bei speziellen Zielgruppen     

Lars Gabrys  Christian Thiel  Gert Saborowski  Lutz Vogt  Winfried Banzer 《Sportwissenschaft》2013,43(1):12-19

Although sports clubs, associations and health insurance companies offer a wide range of exercise programs, several target groups, such as groups with low socioeconomic status struggle to overcome barriers for participation. The aim of this paper is to show the need for, as well as the prospects of structured physical activity counselling for specific target groups provided by exercise specialists. This successful approach to promote physical activity is described detailed in the group of long-term unemployed persons over 50 years in a job centre setting. A close cooperation with established local exercise programs is intended. Deficits and requirements of physical activity counselling in primary health care settings are adopted and transferred into the theory-based public health strategy. This approach has the potential to create a new field of work for exercise and health professionals in the field of primary prevention.  相似文献   

An Online Open Learning Campus?     

Gert Gast 《Educational Media International》2013,50(3):145-148

Abstract

This article is based on a workshop held in NSW, Australia, in conjunction with the Australian Open Learning Information Network and the University of New England. The workshop envisaged possibilities of asynchronous course delivery through a low‐cost, community‐based, electronic network facility. We simulated the user interface for an Online Open University as it can be provided by Pegasus Networks, enabling distance education students to access lectures, interactive tutorials and a knowledge base. We report on an English freshman composition course ‘attended’ online by a Byron Bay student, and an informal journalism course conducted by the Extended Learning Network, Sydney. We show existing links between the NSW network ILANET and Pegasus Networks, and discuss further possibilities of library and database access for online students.  相似文献   

The learning democracy? Adult learning and the condition of democratic citizenship     

Gert Biesta 《British Journal of Sociology of Education》2005,26(5):687-703

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