Responsible Research and Innovation as a Novel Approach to Guide Educational Impact of Mind,Brain, and Education Research     

Nienke van Atteveldt  Geertje Tijsma  Tieme Janssen  Frank Kupper 《Mind, Brain, and Education》2019,13(4):279-287

We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology‐based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research.  相似文献   

Picturing Sex Education: Notes on the politics of visual stratification     

Diederik F. Janssen 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):495-514

This paper addresses the scarcity of research on depictions and layout in sex education materials. It is argued that pictures and layout can inform an analysis of social stratification based on visual access. This process of social organization is located using four theoretical models. However these models do not lend themselves to a close reading of graphical strategies. To illustrate how pictures operate, three European works are subjected to a comparative semiotic analysis: Zeig Mal! (Germany, 1974), Vies is lekker (Holland, 1979), and Questions children ask and how to answer them (UK, 1997). It is concluded that the works examined inform three pedagogical paradigms of sex education: liberationism, post-structuralism, and stratificationism. These paradigms are discussed in relation to three known paradigms of analysing power (sovereign power, discipline, and control) and a newly discussed paradigm of ultrastructural confinement.  相似文献   

Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning     

de Boer  Eveline  Janssen  Fred J. J. M.  van Driel  Jan H.  Dam  Michiel 《Research in Science Education》2021,51(5):1287-1306

Research in Science Education - In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific...  相似文献   

Item position effects in listening but not in reading in the European Survey of Language Competences     

Christiansen  Andrés  Janssen  Rianne 《Educational Assessment, Evaluation and Accountability》2021,33(1):49-69

Educational Assessment, Evaluation and Accountability - In contrast with the assumptions made in standard measurement models used in large-scale assessments, students’ performance may change...  相似文献   

From speck to story: relating history of mathematics to the cognitive demand level of tasks     

Agterberg  D. A.  Oostdam  R. J.  Janssen  F. J. J. M. 《Educational Studies in Mathematics》2022,110(1):49-64

Educational Studies in Mathematics - It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the...  相似文献   

Effects of anxiety on running with and without an aiming task     

Nibbeling N  Daanen HA  Gerritsma RM  Hofland RM  Oudejans RR 《Journal of sports sciences》2012,30(1):11-19

State anxiety is known to affect far aiming tasks, but less is known about the effects of state anxiety on running and aiming while running. Therefore, in the current study participants ran on a treadmill at their preferred speed in a low- and high-anxiety condition. In both conditions, running was combined with dart throwing in the last minutes. Results showed that attention shifted away from task execution with elevated levels of anxiety. Furthermore, gait patterns were more conservative and oxygen uptake was higher with anxiety. In addition, performance and efficiency on the dart throwing task also decreased with anxiety. These findings are in line with attentional control theory and provide an indication that state anxiety not only affects aiming tasks but also tasks that rely heavily on the aerobic system. Moreover, findings indicate that when combined, running, aiming, and anxiety all compete for attention leading to suboptimal attentional control and possibly a decrease in performance.  相似文献   

The influence of the PSI directive on open government data: An overview of recent developments     

Katleen JanssenAuthor vitae 《Government Information Quarterly》2011,28(4):446-456

This paper looks at the role of the European Directive on re-use of public sector information in the current trend towards opening up government data. After discussing the PSI directive, it gives an overview of current policies and practices with regard to open government data in the Member States. It is argued that the success of the open government data movement in some Member States can be related to the confusion or ignorance about the relationship between traditional freedom of information legislation and the re-use of public sector data. If future information policies decide to follow this trend, they should always ensure that existing rights on freedom of information are not harmed.  相似文献   

Transformational change and business process reengineering (BPR): Lessons from the British and Dutch public sector   总被引：1，自引：0，他引：1  

Vishanth Weerakkody  Marijn Janssen  Yogesh K. DwivediAuthor vitae 《Government Information Quarterly》2011,28(3):320-328

Facilitated by electronic government, public agencies are looking for transformational change by making a radical improvement. At first glance, this development is similar to the business process re-engineering (BPR) movement in the private sector. While policy makers and practitioners in the public sector have branded their recent improvements as BPR, the academic and research community have thus far eluded from making any comparisons. This has left a vacuum in terms of understanding the complexity of the challenges facing e-Government re-engineering and resultant change in public agencies. The aim of this paper is to translate the BPR movement findings to the field of e-Government induced change in the public sector. BPR characteristics and challenges are derived using normative literature and compared with two cases of public sector transformation in the UK and Netherlands. The results of these cases show that e-Government-induced change requires a plan for a radical improvement which, in contrast to BPR, is obtained by incremental steps and has a high level of participation. The findings offer policy makers valuable insights into the complexities and possible strategies that may need to be followed in order to succeed in e-Government implementation.  相似文献   

Studaxology: the expertise students need to be effective in higher education     

P. J. Janssen 《Higher Education》1996,31(1):117-141

Students in higher education have to develop two types of expertise; the first refers to the mastery they want to acquire within a well defined occupational or disciplinary domain; the second relates to the deep level learning needed to achieve that mastery as an expert student or studax. Research has indicated that in solving a problem any expert simultaneously has to draw on four types of knowledge. Where the personal organisation of these four leads to effectiveness, this brings about the quintessence of expertise - experiencing problem solving behaviour as intrinsically motivating, or rewarding in itself. This intrinsic motivation integrates experiences of competence (through declarative knowledge), causality (through procedural knowledge), creativity (through situational knowledge) and self regulation (through strategic knowledge). The same will then necessarily hold for the student who proves, by experiencing this very same effectiveness, to be the studax or deep level learner higher education needs.This paper describes a theory - studaxology - which explains to the student, on the basis of what is being experienced while studying, how to become organized as a person within the study environment, so as to succeed in the required task. Studaxology's core is a 3 × 3 matrix of study experiences, based on that number of sources of variance, empirically identified by means of factor analysis of Likert-type items in study inventories. Its central experience of intrinsic motivation brings together four pairs of complementary experiences (ability vs. difficulty, effort vs. relevance, intention vs. demand and time perspective vs. discipline), with each pair constituting a basic component of intrinsic motivation, and as such reflecting a specific form of metacognitive knowledge. Adequate interpretation and use of the 3 × 3 scores on a similar study inventory enable the studax effectively to meet deep level learning that optimal functioning in higher education demands. Factor analyses of students evaluations of lecturing behaviours can also be fitted into a 3 × 3 matrix equivalent to that of the studax. It is argued from these analyses that the essential prerequisites for achieving studaxological expertise stem from an appropriate initial vocational choice (which will help to produce an internally well-cohering 3 × 3 matrix of experiences) and are further enhanced by an equivalent matrix of lecturing behaviours designed to support students' own study experiences.  相似文献   

How is gender integrated in the curricula of Dutch medical schools? A quick‐scan on gender issues as an instrument for change     

Petra Verdonk  Linda J. L. Mans  Toine L. M. Lagro‐Janssen 《Gender and education》2006,18(4):399-412

Medical education has not taken on board the growing awareness of sex and gender differences. A nation‐wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was necessary to gain an overview on the state of the art of sex and gender in Dutch medical curricula and on the courses that were suitable to integrate sex and gender differences. A quick‐scan demonstrates that sex and gender differences beyond reproduction are mostly ignored. Results have been used to create the necessary commitment of policy‐makers in all Dutch faculties to take further steps towards establishing longitudinal gender‐specific medical curricula.  相似文献