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Marie-Jeanne Meijer Femke Geijsel Marinka Kuijpers Fer Boei Emmy Vrieling 《Teaching in Higher Education》2016,21(1):64-78
Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed. 相似文献
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Robert Pasnak Katrina Lea Schmerold Melissa Fetterer Robinson K. Marinka Gadzichowski Allison M. Bock Sarah Eva O'Brien 《The Journal of educational research》2016,109(6):640-646
Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed. 相似文献
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Frans Meijers Marinka Kuijpers Chad Gundy 《International Journal for Educational and Vocational Guidance》2013,13(1):47-66
In this article we focus on the effects of career education and guidance among students (ages 12–19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes. 相似文献
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Julie K. Kidd Timothy W. Curby Caroline E. Boyer K. Marinka Gadzichowski Deborah A. Gallington Jessica A. Machado 《Early education and development》2013,24(6):900-918
Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that develop naturally at about age 4. Others were taught letters or numbers or were engaged in art activities in sessions matched in frequency, timing, and extent. Toy animals were used as props in lessons that scaffolded the children's learning. Preschoolers in the cognitive group improved their cognitive skills significantly more than the others and also became better than the numbers or art groups at identifying letters, as measured by the Letters and Words scale of the Stanford Early School Achievement Test 2. This indicates that with improved oddity and seriation skills, children profited more from lessons and letter sounds offered to all children by their classroom teacher. Comparable results were demonstrated for the oddity and seriation instruction and progress in counting and adding and subtracting objects as measured by the Woodcock–Johnson III Applied Problems scale. Practice or Policy: The content and procedures embodied in this research enable children who are economically disadvantaged to make progress in learning letters and in numeracy when enrolled in preschool. Brief periods of such activities for most of the school year may be an effective supplement to lessons on letters, letter sounds, and numeracy offered in preschool curricula. 相似文献
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This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of teachers were examined for the presence of nine principles for effective school improvement. On the basis of this examination six aspects from the existing models were incorporated in the new model (presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference). Three further aspects were added to ensure compliance with all nine principles for effective school improvement (creation of the appropriate conditions, evaluation and monitoring conference and a focus on goals at school, teacher and student level). 相似文献
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Aniek Draaisma Frans Meijers Marinka Kuijpers 《Journal of Vocational Education & Training》2018,70(1):27-46
Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students. 相似文献
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At a time when much attention is being paid to teachers’ effectiveness, there is little regard for the effectiveness of their professional support. Although professional development facilitators are frequently involved in school improvement projects, little is known about the interventions they should carry out and the effectiveness of these interventions. In this study, five facilitators’ interventions are operationalised. Multilevel regression analyses show, that the intervention “guiding the process” explains a significant part of variance in teachers’ knowledge, attitude and concerns with respect to an innovation and the degree of implementation. The interventions “team training and coaching”, “creating conditions for innovation at school level” and “individual coaching” explain a significant part of variance in teachers’ knowledge with respect to an innovation. In general, it appears that professional development facilitators have considerable influence on teachers’ knowledge and concerns and reasonable influence on teachers’ attitude and the degree of implementation. 相似文献
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Robert Pasnak Brittany N. Thompson Katrina M. Gagliano Matthew T. Righi K. Marinka Gadzichowski 《The Journal of educational research》2019,112(4):528-534
Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern’s orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood. 相似文献
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Julie K. Kidd K. Marinka Gadzichowski Debbie A. Gallington Patrick McKnight Caroline Elizabeth Boyer 《Early education and development》2014,25(1):134-151
Research Findings: In each of 16 public school classrooms serving multiethnic low-income neighborhoods, 2 first graders were assigned to be taught patterning, 2 to be taught reading, 2 to be taught mathematics, and 2 to be taught social studies for 15-min sessions 3 days per week for 6 months. Assignment within each classroom was randomized. The children's mean age was 6 years, 5.19 months. Patterning instruction included instruction on symmetrical patterns, patterns with increasing numbers of elements, and patterns involving the rotation of an object through 6 or 8 positions. In May, the 120 children still available were tested on patterns, reading, and mathematics. Patterning instruction had large, fully mediated effects on both reading and mathematics. There were no significant differences on some individual scales, but on others children who received patterning instruction scored best, often by grade equivalents of 4 to 8 months. Extant explanations of the efficacy of patterning instruction are reviewed, and the potential importance and limitations of its role in early education are discussed. Practice or Policy: Patterning instruction should be extended to more complex patterns than the alternations currently used in elementary schools in order to produce important improvements in both reading and mathematics. 相似文献
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