Toward an Integrated Framework of Multiple Text Use     

Alexandra List 《教育心理学家》2019,54(1):20-39

We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students’ multiple text use as unfolding over the course of three stages—preparation, execution, and production. In the preparation stage of the framework, individual difference factors and students’ task analysis result in learners’ adoption of a default stance, or a general orientation, toward multiple text use. During the execution stage of the framework, students engage in a variety of behavioral, cognitive, and metacognitive/regulatory strategies to develop cross-textual links and to integrate information across multiple texts. The execution stage concludes with students’ development of a variety of affective and cognitive outcomes as a consequence of text access. Finally, in the production stage of the framework, students draw on these affective and cognitive outcomes to develop external, often written products.  相似文献   

Adapting the delivery of learning materials to student preferences: Two studies with a course model based on ‘cases’     

Renate Limbach  Hilda G. Weges  Martin M.A. Valcke 《Distance Education》1997,18(1):24-43

Current printed courses of the Open universiteit (Ou) have been designed according to a variety of course models; for example the ‘learning unit model’ or the ‘textbook‐workbook model’ (van den Boom & Schlusmans 1991). Considering the potential of the ILCE approach (Valcke & Martens, this issue), one can imagine new and innovative course models that build on the interactivity and flexibility possibilities of such an environment An essential feature of the ILCE approach is that developers can consider student differences when designing and producing learning materials.

In this article we will explore the problem of adapting the delivery of learning materials to student characteristics in relation to a course based on ‘cases’ in the law domain. Two different study modes are researched: a study mode that starts with the theory and next moves to practical work with the cases versus a study mode that starts with the practical work and next moves to the theoretical base.

Two studies are presented. Within the exploratory study, the research questions focus on the potential interrelations between student characteristics and the preference/choice for one of the two study modes. From the results can be concluded that almost all students from the Open universiteit prefer a theory‐based study mode, because they have a relatively large amount of experience with this study mode and because they find it a successful study mode.

In the second study, an experimental design is adopted with students studying in one of four different conditions: two study modes of printed learning materials and two study modes of interactive learning materials. In contrast with the exploratory study students clearly indicate a more diverse preference for certain study modes. Students also differ in their preference for the delivery mode. However the more traditional study and delivery mode (theory‐based and printed learning material) remains more popular. Again this might again be due to the greater experience students have with this approach. Only two student characteristics are significantly related to opting for the practice‐based study mode: the experience level with a study mode and one's prior knowledge with the subject matter. Comparable results were detected regarding the preferred delivery mode: students with little prior knowledge more readily prefer a printed book, probably because they have a better overview.  相似文献   

How do students integrate multiple texts? An investigation of top-down processing     

List  Alexandra  Du  Hongcui  Lee  Hye Yeon 《European Journal of Psychology of Education - EJPE》2021,36(3):599-626

European Journal of Psychology of Education - This study describes an in-depth investigation of students’ integration or connection formation across multiple texts. Students were asked to...  相似文献   

University Councils: An Institutional Innovation in German Universities     

Renate Mayntz 《European Journal of Education》2002,37(1):21-28

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Book reviews     

Pierre Furter  Vanilda Paiva  Udo Bude  Marcela Gajardo  Edwin Keiner  Antoine Gennaoui  Traian Vraşmaş  Vivian L. Gadsden  Renate Nestvogel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(5):553-572

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Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Frauen,Bildung und Entwicklung     

Renate Nestvogel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):467-484

Zusammenfassung Die Verfasserin stellt Ansätze eines entwicklungsorientierten Konzeptes für Frauenbildung in Industrieländern vor. Elemente dieses Konzeptes sind: (1) Denken und Handeln in weltgesellschaftlichen Zusammenhängen, (2) die lokale/regionale Verankerung von Bildung, (3) die Förderung eines interkulturellen Blickwinkels und (4) der Abbau von Unterdrückung reproduzierenden Machtstrukturen. Ihren Ausführungen liegen u.a. folgende Thesen zugrunde: Die Entwicklung der Industrieländer hat katastrophale weltweite Auswirkungen, die es notwendig machen, daß auch Frauen ihre Rolle in diesem Zerstörungsprozeß überdenken. Denn sie sind Teil des Systems und tragen, ihrer geschlechtsspezifischen Sozialisation entsprechend, zur Reproduktion derzeitiger Verhältnisse bei. In dem Anliegen, die blinden Flecken im Selbstverständnis von Frauen zu erhellen, werden Bezüge zwischen Umwelt- und Innenweltzerstörung, Opfer und Täter sowie Rassimus und Sexismus hergestellt. Des weiteren wird die Rolle von europäischen Frauen im Kolonialismus, der derzeitige Umgang europäischer Frauen mit Frauen aus fremden Kulturen und schließlich die Ausübung von Macht und Gewalt in Familie und Gesellschaft thematisiert.

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The author presents first steps towards a development-based concept of women's education in the industrialized countries. Some elements of this concept are: (1) planning and action in a global context, (2) the local or regional bias given to education, (3) promotion of an intercultural perspective, (4) reducing the power of structures that encourage oppression. The author's observations are based on the following propositions: the development process in the industrialized countries has had terrible effects all over the world and it is necessary that women also consider their roles in what the author considers to be a process of destruction. This is because women are part of the overall system and contribute to its perpetuation in the measure of their own socialization. Connections are established between the destruction of the environment and the individual, as also between the victims and assailants of racism and sexism with a view to clarifying unidentified parts of the female consciousness. Beyond this, the role of European women in the context of colonialism and the present contact between European women and their counterparts from other cultures are examined with particular attention being paid to the exercise of power and force in the family and society.

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Résumé L'auteur présente tout d'abord les étapes menant vers un concept d'éducation des femmes basé sur le développement dans les pays industrialisés. Quelquesuns des éléments de ce concept sont: (1) la planification et l'action dans un contexte global, (2) la direction locale ou régionale donnée à l'éducation, (3) la promotion d'une perspective interculturelle, (4) la réducation ou pouvoir des structures qui encouragent l'oppression. Les observations de l'auteur se basent sur les propositions suivantes: le processus de développement des pays industrialisés a eu des effets négatifs dans le monde entier et il est nécessaire que les femmes également analysent leurs rôles dans ce que l'auteur appelle un processus de destruction, car les femmes font partie du système global et contribuent à sa perpétuation dans la mesure de leur propre socialisation. Des rapports sont établis entre la destruction de l'environnement et l'individu, comme entre les victimes et les assaillants du racisme et du sexisme en vue de faire la lumière sur les domaines non-identifiés de la conscience de la femme. L'auteur examine ensuite le rôle des femmes européennes dans le contexte du colonialisme et le contact qui existe actuellement entre elles et leurs homologues des autres cultures, une attention particulière est accordée ici à l'exercice du pouvoir et de la force au sein de la famille et de la société.

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A coaches’ perspective on the contribution of anthropometry,physical performance,and motor coordination in racquet sports     

Kamasha Robertson  Johan Pion  Mireille Mostaert  Mohd Rozilee Wazir Norjali Wazir  Tamara Kramer  Irene Renate Faber 《Journal of sports sciences》2018,36(23):2706-2715

ABSTRACT

Differences and similarities between table tennis and other racquet sports exist, but are not well documented in the literature, in spite of the relevance for talent identification. In this study we aimed at identifying the key characteristics of table tennis in comparison with tennis and badminton based upon a survey in coaches. A total of 177 licensed coaches from all across the world and with diverse professional backgrounds completed a survey on anthropometric measures, physical performance, and motor coordination skills. On a scale from 1 to 10, coaches indicated to what extent a talent characteristic was important for their sport. MANOVA identified key differences as well as similarities between all three racquet sports and a subsequent discriminant analysis allocated coaches correctly for table tennis, tennis, and badminton 81.01%, 55.6%, and 71.4% respectively. Our results show that table tennis and other racquet sport coaches are well aware of differences between the racquet sports and also the importance and value of testing and assortment of skill components. These findings can assist coaches in future talent orientation and transfer in racquet sports.  相似文献   

Doing dissections differently: A structured,peer‐assisted learning approach to maximizing learning in dissections     

Emma R. Hall  Rachel C. Davis  Renate Weller  Sonya Powney  Sarah B. Williams 《Anatomical sciences education》2013,6(1):56-66

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult‐learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer‐assisted/team‐based learning format—Doing Dissections Differently (DDD)—to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. © 2012 American Association of Anatomists.  相似文献   

K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact     

Susan J. Hillman  Kylie H. Bloodsworth  Charles E. Tilburg  Stephan I. Zeeman  Henrietta E. List 《International Journal of Science Education》2013,35(15):2580-2595

This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest–posttest design was used on 485 students, grades 3–11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.  相似文献