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81.
Mieke K.T. Desmet 《Children‘s Literature in Education》2001,32(1):31-43
Texts that are intertextually and intervisually rich and highly culture-specific are often deemed to be untranslatable as they are too specifically set in a particular locale. Yet, some intertextual texts, such as Janet and Allan Ahlberg's Jolly Postman books, are rendered quite successfully in translation, gaining a new lease on life in another language with a different audience. Translators are first of all readers of the original text, and it is their interpretation which guides and colours their translation. To deal with the intertextual and culture-specific elements in the source text, the translator of the Jolly Postman books into Dutch uses a variety of translation strategies, such as literal translation for shared intertexts, substitution for intertexts likely to be unknown to the intended target audience, and addition or compensation. In this way he has created Dutch target texts with plenty of opportunities for the readers to forge their own interpretations and play their own intertextual games. 相似文献
82.
Julie Brosnan Kendra Brooks Newsome Olive Healy Mieke Heyvaert Patrick Onghena 《Exceptionality》2018,26(3):137-161
In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from 35 kindergarten students were included in the current analysis. By combining data from a series of multiple-baseline studies using a multilevel model, we analyzed outcomes to determine an estimated treatment effect. The results indicate that across participants and across studies, PT showed an average increase of 15 correct responses in foundational reading skills per minute. This immediate influence on rates of core reading skills was statistically significant. Moreover, the treatment had a significant positive effect on the time trend indicating that rates in foundational reading skills increased more across time during the treatment phase compared to the baseline phase. The study provides evidence that the obtained rates in foundational reading skills at the end of the intervention were retained after removing the intervention. From the outcomes of the multilevel model, PT can be considered as a promising Tier 2 intervention to increase reading fluency with individuals who are at risk of reading failure. 相似文献
83.
Komen M 《Child abuse & neglect》2003,27(8):951-965
OBJECTIVE: To show changes in the way juvenile judges and judicial child protection workers deal with physical child abuse in the period 1960-1995 in the Netherlands. METHOD: The study is based on an analysis of files on adolescent and younger children placed by juvenile judges in the Dutch judicial child protection system during the 1960s, 1970s, 1980s, and 1990s. RESULTS: The prevalence of very severe physical violence against children was lower in the recent files than in the older files. Spanking and other minor violence acts were noted more often than in the older files. In the 1960s files, the parents talked still rather openly about the physical punishments they used in child rearing. In spite of the growing attention for and increasing concern about child abuse among professionals, judicial child protection workers intervened less harshly in recent cases of physical child abuse than in the 1960s. CONCLUSION: The decrease in severe physical child abuse may indicate that physical child abuse is actually becoming a less serious problem in the Dutch judicial child protection system. But that may not be the case because of the increased reluctance of parents to report and changes in intervention practices. Other than expected, the growing sensibility for child abuse did not mean more effective control by judicial child protection workers. Possible reasons for these changes are discussed, including the strengthening of the position of perpetrators in law proceedings and the emancipation of children and women in society. 相似文献
84.
This article explores whether teachers’ trust in pupils in technical/vocational schools is associated with teachers’ and pupils’ gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic context of the school and the grades teachers instruct. Multilevel analyses of data of 391 teachers in a sample of 19 technical/vocational schools demonstrate that initially none of the teacher features relates to teacher trust. Adding gender composition to the model yields an effect of teachers’ gender: Female teachers have less trust in their pupils than male teachers have. Also, teachers’ trust increases with the proportion of girls at school. Finally, a significant interaction effect indicates that male teachers seem to prefer female pupils. 相似文献
85.
Timo Van Canegem Mieke Van Houtte Jannick Demanet 《British Educational Research Journal》2021,47(5):1340-1360
Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention research by accounting for schools’ retention composition. Based on reference group theory, the effect of grade retention composition on academic self-concept is expected to be twofold. Normative reference grouping leads to the assumption that students in high retention composition schools will exhibit lower levels of academic self-concept, because retainees’ values are more likely to spread across all students within the same school. Comparative reference grouping might lead to a moderation effect of retention composition on the relationship between grade retention and academic self-concept. Multilevel analyses on International Study of City Youth data, consisting of 2,354 students in 30 secondary schools in Ghent (Flanders), revealed a negative association between grade retention and academic self-concept, which was mediated by sense of belonging. Students in high retention composition schools had a significantly lower academic self-concept. The impact of being retained on academic self-concept is not affected by the number of retainees within a given context. Implications are discussed. 相似文献
86.
A. Kool M. T. Mainhard A. D. C. Jaarsma P. van Beukelen M. Brekelmans 《Research in higher education》2018,59(8):1021-1034
Using multilevel models, this study examined whether students with varying academic ability benefit equally from perseverance and intellectual curiosity in terms of academic achievement. In addressing this question two perspectives were applied: a trait perspective, focusing on differences between students, and a state perspective, focusing on differences within students across semesters. By means of an online questionnaire, undergraduate students (N = 2272) were asked to rate themselves on perseverance and intellectual curiosity at the beginning of five consecutive semesters. Results indicate that academic ability but also personal qualities have to be taken into account to explain the differences between students in academic achievement. In particular perseverance was found to be important in explaining differences both between students and within students across semesters. Also, individual students fluctuate quite substantially in their reported perseverance and intellectual curiosity from semester to semester. 相似文献
87.
Few studies with respect to grade retention and school-disruptive behavior have focused on adolescence. Moreover, previous retention research has ignored multilevel issues. This study aims to fill these research lacunae by addressing the role of grade retention in adolescent students' school misconduct. Furthermore, we explore the role of the percentage of retained students at school in individual-level school misconduct and in moderating the relationship between retention and misconduct. Multilevel analyses of data (2004–2005) from 11,872 students in 85 Flemish secondary schools suggest that, while students retained in primary education exhibited less school misconduct in adolescence, those retained in secondary schools were more likely to break rules. Furthermore, students attending schools with a higher percentage of retainees were found to be more deviant. However, schools' retention composition moderated the relationship between grade retention and school misconduct. Implications are discussed. 相似文献
88.
Michelle Overman Jan D. Vermunt Paulien C. Meijer Astrid M.W. Bulte Mieke Brekelmans 《International Journal of Science Education》2013,35(17):2954-2978
In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions were analysed. Textbook questions in context-based and traditional curricula appeared to differ significantly in their orientation on content and in the activation to engage students in certain learning activities. Although traditional curricula included more questions that stress traditional chemistry content and included more reproductive chemistry questions than context-based curricula, they were not always as traditional as we had expected. Context-based chemistry curricula focused more on chemistry content relating to societal/technological issues and chemistry theory development and also more questions were included that activate students to regulate their own learning. However, context-based chemistry curricula still included a considerable amount of traditional chemistry content and did not focus as much on higher order learning as we had expected. The developed instruments might be helpful in chemistry curricula design to gain insights into the content which is stressed and how students are activated by textbook questions to engage in learning. 相似文献
89.
Anna C. van der Want Perry den Brok Douwe Beijaard Mieke Brekelmans Luce C. A. Claessens Helena J. M. Pennings 《Scandinavian Journal of Educational Research》2013,57(4):424-442
This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards were collected and analyzed using appraisal and interpersonal circumplex theory. Results show a variety of interpersonal identity standards, although the majority of the teachers mentions standards focusing on the codes steering and being friendly. The situation “reacting to student positive behavior” evoked most appraisals that confirmed identity standards. For 13 of the 29 teachers, their identity standard matched with their appraisals. In most cases, however, this match was only to some extent (10 teachers) and sometimes not at all (six teachers). The results suggest that teachers can enhance their relationship with students by becoming more aware of the meanings teachers attach to this relationship in specific situations. 相似文献
90.
Mieke T. A. Lopes Cardozo 《Prospects》2013,43(1):17-34
In line with broader politics of change at the national level, the Morales government aims at a radical restructuring of the governance mechanisms for the teacher education sector and a socio-political redirection of its curriculum, as teachers are perceived to be potential agents for decolonization and for developing social justice—or vivir bien (to live well). Morales’ policies are not uncontested, and the tense socio-political state of affairs and political power plays are reflected in Bolivia’s normales, teacher education colleges. They have become a socio-political battlefield where political affiliations, union strategies, and historically embedded institutional cultures all influence the way new generations of teachers are trained, and the way former and current policy initiatives are mediated and adopted. Given the complex and historically embedded socio-political context of struggles and tensions at and around the institutional level, the government still has a long way to go to change the continuing habits of the normales and to put its government’s new ideals of transformation and decolonization into practice. 相似文献