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1.
Michael Christie Hetty Grunefeld Gerda Thibautt 《European Journal of Engineering Education》2001,26(4):441-450
This article argues that the increase in the number of teaching and learning centres in universities of technology in recent years is bound up with concerns about the quality of university education. Universities that have set up such centres have been motivated to do so for two main reasons. They are keen to improve the image and the capacity of their teaching faculty. They also hope to attract students at a time when many school leavers prefer immediate, well-paid employment to four or more years of study. There has been outside pressure as well. Governments have demanded that tertiary institutions become more accountable. Governments are insisting that taxpayers get value for their money, especially in the area of teaching and learning. The question asked in this article is whether or not teaching and learning centres should be modelling quality issues as well as teaching and learning issues. Our conclusion is that the centres should be proactive in this matter, providing their institution with both theoretical and practical models of quality management and assurance. 相似文献
2.
Hetty P.J.M. Dekkers Roel J. Bosker Geert W.J.M. Driessen 《Educational Research and Evaluation》2013,19(1):59-82
It is well documented that stratification in education precedes social stratification. Many authors hypothesise that the stratification patterns in education may be related to background characteristics of students in a more complex way than researched so far in this field. Therefore, in this article the interactive effects of social class, ethnicity and gender on various indicators for school success are analysed and discussed. A large-scale longitudinal database offered the possibility to establish the complex relations between the three student background variables and school careers, measured by educational attainment 6 years after entering secondary education and by technical or science related choices. Results show that school success is not always predicted by expected additive or multiplicative effects of the different background variables. For example the situation of girls from ethnic minorities is better than expected, while that of indigenous boys from low socio-economic backgrounds is worse when compared to similar boys from ethnic minorities. Inequalities arising from different choice patterns regarding technical and science subjects can only partly be deduced from differences present at the age of 12, whereas in terms of general educational attainment secondary schools even reduce arrears of ethnic minority female students as these can be observed at the age of 12. 相似文献
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Annemarie van Langen Lyset Rekers‐Mombarg Hetty Dekkers 《British Educational Research Journal》2008,34(6):733-745
Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio‐economic status. Optimal use is thus not made of existing science talent. 相似文献
4.
Hetty Kook 《International Journal of Early Years Education》1995,3(3):3-15
This article is about book‐reading by nine lower class Curaçaoan mothers and their children. All children visited a kindergarten in Curaçao. Curaçao is an island in the Caribbean.
The kindergarten teachers had started a reading project to stimulate parents to read books to their children. Teachers did not know how parents actually read to their children. We conducted the study to describe parent and child activities during joint story‐book reading. We use this project as a case to clarify some of the tensions between notions based on research findings from studies which were mainly conducted with middle class families and projects for educational change which tend to focus on lower class families. Theory tells us that reading with young children should be interactive. Conversations, in which the child actively engages, linking the story or pictures to the child's own knowledge and experiences, are more important to the child's development than reading the story as such. The Curaçaoan reading project is just one example of many project swhich aim at stimulating parental book‐reading without training the parents how book‐reading best can be done.
In the study we found that the parent‐child dyads talkeda lot during book reading. The conversations of some dyads, however, contained many instances of unsuccessful dialogue, and few moments of construction of meaning beyond the actual text. In addition, mothers strongly structured the dialogue that consisted for a large part of retelling the story. It is doubtful whether this type of book reading is as developmen‐tally enriching for the children as is expected and suggested by the teachers. 相似文献
5.
Curriculum innovation can hardly be successful unless teachers'conceptions and beliefs about teaching and learning are taken into account.In this article, a craft knowledge perspective is adopted which relatesteachers' conceptions and beliefs to their teaching practice, acknowledgingcontextual and cultural aspects of this practice. A study is described intothe craft knowledge of teachers of first-year courses in higher engineeringeducation, involved in a curriculum innovation project. The study revealedthe teachers' strong commitment to student learning. At the same time,misconceptions about a student-centered teaching approach were identified.The results of the study seriously affected the course of the innovationproject. On the one hand, adjustments of the innovation plans were deemednecessary in order to acknowledge teachers' motivation and dedication. Onthe other hand, the study provided a basis for the design of specificinterventions aimed at developing teachers' conceptions. It is argued thatcraft knowledge studies may constitute an important factor in successfulcurriculum innovation. 相似文献
6.
Children's health situation is generally good and stable. However, child abuse and negligence are growing problems. For many parents their children's education has not the priority it should have. Specialists say parents lack educational skills and motivation. Another part of the story, however, is that stabilising and compensating relationships, which were available in the traditional extended family, broke down. The end of the extended family meant the end of shared responsibility for child care and education within the family. At present Curagao has about 120 creches and play groups. The creches are rather safe places, but not all are places for developmental enrichment. Play groups generally lack qualified staff, good materials and attention for children. There is a growing need for good quality child care centres.
7.
In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics (STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education and a long‐lasting under‐representation of women. However, despite similarities concerning policy attitudes and identified problems, western countries differ considerably from each other concerning the percentages of students that choose STEM education and the proportion of female students included here. Based on an in‐depth study in Sweden, the UK, the US and the Netherlands, this article investigates the reasons for these cross‐national differences. At the heart of the explanations lie the accessibility of the STEM pipeline, the level of broad‐based interdisciplinary studies as opposed to compartmentalization and early specialization, labour market characteristics, social traditions and government policies. 相似文献
8.
The teaching of Probability Theory constitutes a new trend in mathematics education internationally. The purpose of this research project was to explore the degree to which preschoolers understand key concepts of probabilistic thinking, such as sample space, the probability of an event and probability comparisons. At the same time, we evaluated an educational programme which aimed to introduce children to the basic principles of Probability Theory. The research sample consisted of 29 preschoolers (with an average age of 5 years and 4 months) from two classes of a Greek public kindergarten. The research was based on a semi-experimental, three-phase plan: the pretest, the teaching intervention and the post-test. The pretest explored the children’s conception of key probabilistic constructs and contributed to the planning of the teaching intervention. Through the post-test, we evaluated the contribution of the teaching intervention. The findings showed that pupils displayed a satisfactory level of comprehension of key probabilistic concepts and that, moreover, teaching this subject can improve their comprehension. 相似文献
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10.
Geert Driessen Hetty Dekkers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(4):299-315
Since 1985 the Educational Priority Policy (EPP) has been in effect in the Netherlands. This policy is aimed at reducing the educational disadvantage of children due to their social, economic and cultural circumstances. The first section of this article describes the outlines of the EPP. The second section presents the results of an EPP evaluation study conducted in secondary education among 20,000 students from nearly 400 schools. The emphasis is on test performance in relation to three student characteristics: gender, social class and ethnic background. The analyses show that the test results are largely determined by social class. Gender hardly plays a role, while the influence of ethnic origin is also limited. It should however be added that the performance of two migrant groups, the Turks and Moroccans, is the worst of all. As most Turks and Moroccans belong to the lowest socioeconomic category, the factor of ethnic origin is so closely interwoven with the factor of social class, that it is not really possible to distinguish the two. In the final section of the article these findings are related to three theoretical perspectives regarding the explanation of differences in educational performance. This is followed by a discussion on possible consequences for the EPP. 相似文献