What's wrong? Understanding beginners' problems with Prolog     

Maarten W. Van Someren 《Instructional Science》1990,19(4-5):257-282

This paper reviews psychological research on programming and applies it to the problems of learning and teaching Prolog. We present a psychological model that explains how a certain class of errors in programs comes about. The model fits quite well with the results of a small sample of students and problems. The problems that underlie these and other errors seem to be (a) the complexity of the Prolog primitives (unification and backtracking) and (b) the misfit between students' naive solutions to a problem and the constructs that are available in Prolog (e.g. iterative solutions do not map easily to recursive programs). This suggests that learning Prolog could be helped by (1) coherent and detailed instruction about how Prolog works, (2) emphasis on finding recursive solutions that do not rely on primitives such as assignment and (3) instruction in programming techniques that allow students to implement procedural solutions.  相似文献   

Governmentality, education and quality management     

Maarten Simons 《Zeitschrift für Erziehungswissenschaft》2002,5(4):617-633

Summary We will focus on the recent concern — and even ‘obsession’ — with quality in education from the perspective of changes in how we are governed and governing ourselves. Therefore, we will explore advanced liberalism as a form of ‘governmentality’ and point out that (political) government has to submit itself to a ‘permanent economic tribunal’, i.e. judge everything constantly by the principles of entrepreneurship and competition. Furthermore, not only political government, but foremost self-government should be understood in relation to the tribunal: free people objectify within them skills and competencies, which are valuable in a (market) environment. Moreover we argue that management rationality and technology try to establish a double bond within the organization by regarding the worker as an enterprising self. Having pointed out the relationship between entrepreneurship and (self-)management, it is possible to describe how quality becomes a permanent obsession to those managing their life or an organization as an enterprise. After describing management and quality (and their relation) as a ‘function’ of entrepreneurship it is possible to understand how learning is part of it, and how quality management and schooling become entwined at all levels.

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Zusammenfassung ‚Gouvernementalité’, Bildung und Qualit?tsmanagement — Versuch einer Kritik des Konzepts der st?ndigen Qualit?tskontrolle Im vorliegenden Text wird die neuerliche — fast obsessive — Besch?ftigung mit ‚Qualit?t’ im Bildungssystem in den Blick genommen, und zwar vor dem Hintergrund der sich ver?ndernden Formen, in denen wir bestimmt (regiert) werden und uns selbst bestimmen. Dazu wird der fortgeschrittene Liberalismus als Form von ‚Gouvermentalité’ (Foucault) untersucht und herausgestellt, dass (politische) Kontrolle sich einem „st?ndigen wirtschaftlichen Tribunal“ unterziehen muss, d.h. alles kontinuierlich an Prinzipen von Unternehmertum (Entrepreneurship) und Wettbewerb auszurichten hat. Dieses wirtschaftliche Tribunal wird darüber hinaus nicht nur in Bezug auf das politische Regieren verstanden, sondern vor allem auf die individuelle Selbst-Regierung; denn freie Menschen zeigen in sich selbst Begabungen und Kompetenzen, die in einer marktwirtschaftlichen Umwelt wertvoll sind. Ferner wird argumentiert, dass Managementrationalit?t und-technologie versuchen, eine doppelte Bindung innerhalb der Organisation zu etablieren, indem sie den Arbeiter als ein unternehmerisches Selbst betrachten. Nach einer Darstellung der Beziehung zwischen Unternehmertum und (Selbst-)Management l?sst sich im Weiteren beschreiben, wie Qualit?t zur Obsession für diejenigen wird, die ihr Leben oder eine Organisation als Unternehmen managen. Im Anschluss an die Er?rterung von Management und Qualit?t (und deren Beziehung) als Funktion des Unternehmertums l?sst sich verstehen, welchen Part das Lernen in diesem Zusammenhang spielt und wie Qualit?tsmanagement und Schulwesen auf allen Ebenen miteinander verflochten sind.

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Automatic thematic classification of election manifestos     

Suzan Verberne  Eva D’hondt  Antal van den Bosch  Maarten Marx 《Information processing & management》2014

We digitized three years of Dutch election manifestos annotated by the Dutch political scientist Isaac Lipschits. We used these data to train a classifier that can automatically label new, unseen election manifestos with themes. Having the manifestos in a uniform XML format with all paragraphs annotated with their themes has advantages for both electronic publishing of the data and diachronic comparative data analysis. The data that we created will be disclosed to the public through a search interface. This means that it will be possible to query the data and filter them on themes and parties. We optimized the Lipschits classifier on the task of classifying election manifestos using models trained on earlier years. We built a classifier that is suited for classifying election manifestos from 2002 onwards using the data from the 1980s and 1990s. We evaluated the results by having a domain expert manually assess a sample of the classified data. We found that our automatic classifier obtains the same precision as a human classifier on unseen data. Its recall could be improved by extending the set of themes with newly emerged themes. Thus when using old political texts to classify new texts, work is needed to link and expand the set of themes to newer topics.  相似文献   

The challenge of being small and unknown     

Maarten Asscher 《Publishing Research Quarterly》1993,9(2):25-29

Authors who write in little-known languages, or who are at the beginning of their careers, have difficulty in finding an international audience. Their problems include the inability of editors to evaluate untranslated work, the absence of foreign publishers' agents and scouts in small countries, the inability of foreign publishers to place a new work in its national context, lack of interest among readers in some countries in foreign literature, and the dearth of foreign rights managers in the publishing houses of small countries.  相似文献   

Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory   总被引：1，自引：0，他引：1  

Jerissa de Bilde  Maarten Vansteenkiste  Willy Lens 《Learning and Instruction》2011,21(3):332-344

The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP regulated their study behaviour on the basis of several internal motives, including feelings of guilt and shame (introjected regulation), personal conviction (identified regulation) and interest (intrinsic motivation). The association with identified regulation was strongest and the association with intrinsic motivation fell below significance when controlling for identified regulation. Moreover, introjected and identified regulation emerged as mediators accounting for the association between FTP and cognitive processing. Further, to the extent that FTP engenders an internally pressuring mode of regulation it was found to be indirectly negatively associated with determination/metacognitive strategy use. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed.  相似文献   

Effect of different swim caps on the assessment of body volume and percentage body fat by air displacement plethysmography     

Peeters MW  Claessens AL 《Journal of sports sciences》2011,29(2):191-196

Isothermal air trapped in scalp hair generates an underestimation of body volume when it is measured by air displacement plethysmography. The aim of this study was to examine the effect of wearing different types of swim caps on the measurement of body volume and percentage body fat by air displacement plethysmography. It was hypothesized that wearing a silicone swim cap would more thoroughly compress scalp hair compared with a lycra swim cap, yielding higher estimates of body volume and percent body fat. Thirty female participants aged 25.7 ± 6.4 years were measured in random order when wearing no swim cap, a lycra swim cap or a silicone swim cap. For the no-cap versus lycra cap condition, the mean bias for body volume was -0.579 ± 0.380 litre (limits of agreement: -1.340 to 0.181 litre) and for percent fat -4.9 ± 3.1% fat (limits of agreement: -11.2 to 1.3% fat) (P < 0.05). For the silicone versus lycra condition, the mean bias for body volume was 0.137 ± 0.099 litre (limits of agreement: -0.062 to 0.335 litre) and for percent fat 1.2 ± 0.9% fat (limits of agreement: -0.5 to 2.9% fat) (P < 0.05). In conclusion, attention should be paid to optimal compression of isothermal air trapped in scalp hair when using air displacement plethysmography. The present results suggest that this compression may be more thorough when wearing a silicone swim cap.  相似文献   

Education, Training and Employment Dynamics. Transitional Labour Markets in the European Union: Edited by Klaus Schömann and Philip J. O’Connell. Cheltenham, UK: Edward Elgar. 2002. pp. xi+388. Price $125.00 (cloth).     

Maarten van Ham   《Economics of Education Review》2003,22(6):646

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Teachers’ motives for learning in networks: costs,rewards and community interest     

Antoine van den Beemt  Evelien Ketelaar  Isabelle Diepstraten  Maarten de Laat 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):31-46

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.  相似文献   

Initial and Further Education: Substitutes or Complements? Differences in Continuing Education and Training over the Life-Course of European Workers     

Maarten?H.?J.?WolbersEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):459-478

This investigation examines the place of initial and further education in continuing education and training over the life-course of workers across Europe. The evidence presented demonstrates that in countries with a strong orientation towards vocational education, participation in continuing education and training among employees is higher than in countries that mainly provide general education. Moreover, it can be seen that the effect of the vocational orientation of the education system increases over the life-course of workers. The conclusion of this investigation is that further education complements rather than substitutes for initial education. This implies that national education and training policies meant to encourage lifelong learning should not only attempt to expand or redirect training received by already experienced workers, but also try to facilitate participation in initial vocational training.  相似文献   

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries     

Margriet van Hek  Gerbert Kraaykamp  Maarten H. J. Wolbers 《Educational Research and Evaluation》2016,22(5-6):260-282

Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male–female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women’s labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002–2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women’s performance in education, whereas high levels of religiosity during that phase negatively affect women’s educational attainment.  相似文献