Participatory practices in policy-making: Negotiating democratic outcomes or manoeuvring for compliance?     

Wim Hoppers 《International Journal of Educational Development》2009

This article explores the nature of participatory practices in policy-making in basic education and their impact on the directions and outcomes of policy. Drawing on theoretical developments in policy studies, the focus is on non-formal education as a policy challenge for EFA. Data are presented from a recent field study undertaken in Uganda of the process to establish a policy framework for basic education for disadvantaged children. A multi-dimensional frame is used for the analysis of the practice of policy development. It is argued that NFE, because of its amorphous and marginal nature, is an important arena for contesting the orthodoxy of educational thinking, policies and practices. Yet the full engagement by all stakeholders by itself cannot guarantee a democratic outcome, as the nature of policy processes may allow for counter-actions that preserve the existing education hierarchy.  相似文献   

A Didactic Framework for Audiovisual Design     

Wim Westera 《Learning, Media and Technology》1999,24(2):87-102

In contrast with many other design tasks, the design of audiovisual sequences seems to depend highly on the designers’ particular talents, insights and creativity. Some customers experience the intangibility or rather the sheer impossibility of discussion on design decisions, due to the lack of an overall audiovisual design methodology. Especially at the microlevel, that is the level of concrete images and sounds, audiovisual programme development tends to be a matter of taste instead of well‐considered decisions. To provide a vocabulary for functional programme design, the present article introduces a didactic framework that serves as a classification scheme. It constitutes some 49 microlevel functional categories that support both the design and the analysis of audiovisual sequences. The structure and content of the framework are based on empirical evidence on learning and instruction. The present article describes and discusses all categories of the framework.  相似文献   

A hint is not always a help     

Jacob Perrenet  Wim Groen 《Educational Studies in Mathematics》1993,25(4):307-329

This paper discusses the construction of hints for mathematical problems and their effectiveness. From a set of 15 non-standard problems on functions every problem was presented to a hundred ninth-grade students (age about 15). Hints might be used if necessary. Hint effectiveness was studied as a function of hint characteristics. The following results were obtained: Hints which stimulate concrete action are effective, if the action serves as a model for the required solution method. Hints which give only warnings against certain mistakes are ineffective. Hints which show a great part of the solution of a problem seem to be effective; however the solution was often reached with lack of understanding. The results are compared with results obtained by Trismen (1981, 1982).  相似文献   

How students evaluate business sponsorship of the arts in flanders     

Wim Vanhaverbeke 《Journal of Cultural Economics》1992,16(1):53-66

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Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies   总被引：1，自引：0，他引：1  

Mien Segers  Jan Nijhuis  Wim Gijselaers 《Studies in Educational Evaluation》2006,32(3):223

The study aimed to determine if students in a redesigned course, firstly, hold different perceptions of the assessment demands and, secondly, adjusted their learning strategies towards deeper learning. Contrary to expectations, the students in the original assignment-based (ABL) course (n = 406 students) adopted more deep- learning strategies and less surface-learning strategies than the students in the problem-based (PBL) course (n = 312 students). Although both course format as well as assessment clearly differed in the two conditions, this has not resulted in different perceptions of the assessment demands. Additionally, the results show clearly that the students who express their intentions to employ a certain learning strategy perceive the assessment demands as such and actually employ a related learning strategy.  相似文献   

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis     

Henry Nsubuga Kiwanuka  Jan Van Damme  Wim Van Den Noortgate  Dickson Nkafu Anumendem  Gudrun Vanlaar  Chandra Reynolds 《School Effectiveness & School Improvement》2017,28(1):1-21

This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.  相似文献   

Peer teaching: Academic achievement of teacher-led versus student-led discussion groups   总被引：1，自引：0，他引：1  

Maurice L. De Volder  Willem S. De Grave  Wim Gijselaers 《Higher Education》1985,14(6):643-650

Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the congruence hypothesis from information processing theory. Several other explanations are explored.  相似文献   

Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology     

Pieter J. Beers  Henny P. A. Boshuizen  Paul A. Kirschner  Wim Gijselaers  Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.

Pieter J. BeersEmail:

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Students’ Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations     

Dirk De Bock  Deborah Neyens  Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955

Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students.  相似文献   

Philosophy,education, and the explosion of knowledge     

Dr. Wim J. Van Der Steen  Dr. Peter B. Sloep 《Interchange》1993,24(1-2):19-28

In science, and in the teaching of science, knowinghow is as important as knowingthat. The value of theoretical knowledge is limited, especially so in view of the rapid increase in available information. Methodological analysis of concrete problems should play a major role in teaching. Also, students should learn to contextualize problems in disciplines other than their major area of interest. Generalists are badly needed for this, in teaching and in research. However, current forms of interdisciplinary integration must be de-emphasized.  相似文献