Accountability in an Information Age: Opportunities and Risks for Records Management     

Albert Meijer 《Archival Science》1987,1(4):361-372

Electronic records of government organizations are becoming increasingly important for accountability. Managing electronic records, however, proves to be difficult since information and communication technologies confront organizations with various opportunities and risks. In this paper the findings of an international expert survey on electronic records management are presented. These findings identify opportunities and risks for e-mail systems, database management systems, office systems, web technology systems and smart systems. They also point to five crucial questions that must be addressed in order to guarantee the availability of electronic records for accountability.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

Metacognitive activities in text-studying and problem-solving: Development of a taxonomy     

Joost Meijer  Marcel V. J. Veenman  Bernadette H. A. M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(3):209-237

This article describes the construction of a hierarchical taxonomy of metacognitive activities for the interpretation of thinking-aloud protocols of students in secondary education, who studied texts on history and physics. After testing an initial elaborate taxonomy on a restricted number of protocols by multiple raters, it appeared that the interrater correspondence was well below par. The categories in the taxonomy were too highly specified. Categories were combined and tested on new protocols in a cyclic fashion. The revised taxonomy was then used for coding 16 history protocols and 16 physics protocols. Frequencies of occurrence of metacognitive activities were obtained, as well as judgements of the quality of the metacognitive activities of the participants. There is a reasonable correlation between the frequency method and the quality method for coding thinking-aloud protocols. Also, there is a substantial covariation of the number of metacognitive activities across both tasks.  相似文献   

Teacher–student negotiations during context-based chemistry reform: A case study     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Mieke Brekelmans 《科学教学研究杂志》2019,56(6):797-820

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice.  相似文献   

Book and school: On literacy and general education     

Wilna A. J. Meijer 《Interchange》1995,26(1):1-17

In this article it is argued that an internal relationship exists between literacy (being able to read and write) and general education. The concrete meaning of general education and of (cultural) literacy is, however, subject to cultural and historical change. In the light of our context of cultural diversity, a plea is held to underline the liberative powers of general education, and in doing so to pay homage to pluriformity as a value. School and book serve this liberation in the sense that horizons are widened by learning about worlds of thought other than one's own. Such a general education is in keeping with an envisioned Europe predisposed to tolerance of difference and pluriformity.  相似文献   

教师知识和教学的知识基础   总被引：3，自引：0，他引：3  

尼克·温鲁普  简·范德瑞尔  鲍琳·梅尔 《北京大学教育评论》2008,6(1):21-38

作者把一切与专业有关的洞察力都看做教学的知识基础,认为它们与教师的行为有着内在的联系。由此,本文提出要把教师知识或者教师的实践性知识和正式的命题知识纳入教学的知识基础当中。虽然教师知识与个人经历及情境有着紧密的联系,但教师知识的某些特征却为所有的教师或大部分教师所共同拥有。研究教师知识就是要找出这些共同特征,从而对教师知识的复杂性和特殊性做出公正的评价,但这在方法论上可能存在困难。为了说明教师知识研究的潜在益处以及局限,作者呈现了几种研究的结果。这些研究的一个主要结论是,理解教师知识不仅能够改进教师教育而且能够促进教育改革的成功。最后,作者指出未来研究的三个重要领域。  相似文献   

School Chemistry vs. Chemistry in Research: An Exploratory Experiment     

Habraken  Clarisse L.  Buijs  Wim  Borkent  Hens  Ligeon  Willy  Wender  Harry  Meijer  Marijn 《Journal of Science Education and Technology》2001,10(3):249-256

This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers.  相似文献   

Investigating the enactment of social presence in blended adult education     

Katie Goeman  Luc De Grez  Eline van den Muijsenberg  Jan Elen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):340-356

ABSTRACT