Strategies in pharmaceutical research     

P.A.J Janssen 《Endeavour》1985,9(1):28-33

Until comparatively recently the only systematic means of discovering new biologically active substances was laboriously to screen very large numbers of compounds. Now, however, computer graphics is replacing this crude shotgun technique and making it possible to display in some detail the conformation of substances before they are synthesized and determine how far they match the essential features of those in which the biological activity desired has already been demonstrated.  相似文献   

The effect of peer group performance on the self-concept of reading in a foreign language     

Rianne Janssen  Sofie Wouters  Tine Huygh  Katrijn Denies  Karine Verschueren 《教育心理学》2015,35(2):158-175

According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one’s own achievement, but also in a negative way by one’s relative achievement in comparison with one’s immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates.  相似文献   

Resting Bradycardia,Enhanced Postexercise Heart Rate Recovery and Cardiorespiratory Fitness in Recreational Ballroom Dancers     

Carlos Janssen Gomes da Cruz  Guilherme Eckhardt Molina  Luiz Guilherme Grossi Porto  Luiz Fernando Junqueira Jr 《Research quarterly for exercise and sport》2017,88(3):371-376

Purpose: In a cross-sectional study design, we evaluated the resting heart rate (HR_baseline) and exercise and postexercise stress test-related chronotropic responses in male practitioners of recreational ballroom dancing (BD; n = 25, M_age = 26.6 ± 6.1 years) compared to a control group of insufficiently active nondancers (CG; n = 25, M_age = 25.9 ± 4.5 years). Method: All participants underwent a submaximal exercise test. At 85% of the maximal predicted HR, the recovery protocol was started, and heart rate recovery (HRR) was recorded during 1-min intervals for 5 min. Results: Compared with CG, BD showed lower HR_baseline (70 beats per minute [bpm] vs. 62 bpm, respectively, U = 143, p < .05, ES = .46), lower preexercise HR (94 bpm vs. 86 bpm, U = 157, p < .05, ES = .42), longer exercise test duration (346 s vs. 420 s, U = 95.5, p < .05, ES = .59), and higher HRR for 5 min postexercise (U = 1.29–1.89, p < .05, ES = .33–.50) as follows: 1st min (32 bpm vs. 40 bpm), 2nd min (45 bpm vs. 53 bpm), 3rd min (51 bpm vs. 58 bpm), 4th min (55 bpm vs. 59 bpm), and 5th min (59 bpm vs. 63 bpm). The coefficient of HRR from the 1st min to the 5th min postexercise was similar in both groups (U = 229–311, p > .05, ES = < .10–.22). Conclusion: Heightened cardiovascular functional status characterized by favorable enhanced chronotropic dynamics appears to occur in practitioners of recreational ballroom dancing, which suggests that this modality of exercise may result in health benefits.  相似文献   

Sex as Development: Curriculum,Pedagogy and Critical Inquiry     

Diederik Floris Janssen 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):2-28

  相似文献   

Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers     

Eveline de Boer  Fred J. J. M. Janssen  Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.  相似文献   

Modeling Partial Knowledge on Multiple‐Choice Items Using Elimination Testing     

Qian Wu  Tinne De Laet  Rianne Janssen 《Journal of Educational Measurement》2019,56(2):391-414

Single‐best answers to multiple‐choice items are commonly dichotomized into correct and incorrect responses, and modeled using either a dichotomous item response theory (IRT) model or a polytomous one if differences among all response options are to be retained. The current study presents an alternative IRT‐based modeling approach to multiple‐choice items administered with the procedure of elimination testing, which asks test‐takers to eliminate all the response options they consider to be incorrect. The partial credit model is derived for the obtained responses. By extracting more information pertaining to test‐takers’ partial knowledge on the items, the proposed approach has the advantage of providing more accurate estimation of the latent ability. In addition, it may shed some light on the possible answering processes of test‐takers on the items. As an illustration, the proposed approach is applied to a classroom examination of an undergraduate course in engineering science.  相似文献   

Modeling Skipped and Not‐Reached Items Using IRTrees          下载免费PDF全文

Dries Debeer  Rianne Janssen  Paul De Boeck 《Journal of Educational Measurement》2017,54(3):333-363

When dealing with missing responses, two types of omissions can be discerned: items can be skipped or not reached by the test taker. When the occurrence of these omissions is related to the proficiency process the missingness is nonignorable. The purpose of this article is to present a tree‐based IRT framework for modeling responses and omissions jointly, taking into account that test takers as well as items can contribute to the two types of omissions. The proposed framework covers several existing models for missing responses, and many IRTree models can be estimated using standard statistical software. Further, simulated data is used to show that ignoring missing responses is less robust than often considered. Finally, as an illustration of its applicability, the IRTree approach is applied to data from the 2009 PISA reading assessment.  相似文献   

Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness     

Ineke Haakma  Marleen Janssen  Alexander Minnaert 《International Journal of Disability, Development & Education》2017,64(3):310-327

Research on Self-Determination Theory has shown that teachers’ need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers’ need-supportive behaviour. To assess the intervention effect, this study follows a multiple case-study design. Teacher questionnaires were administered and video observations of teacher–student interactions were made during pre-test, post-test and follow-up phases. The results showed that teachers provided involvement most, followed by structure and autonomy support. Teachers’ provision of structure and autonomy seems to improve most after the intervention. In general, teachers of students with congenital deafblindness showed larger intervention effects than teachers of students with acquired deafblindness. The results also provide indications that students’ levels of engagement improved after the intervention.  相似文献   

Differential relationships between language skills and working memory in Turkish–Dutch and native-Dutch first-graders from low-income families     

Anna M. T. Bosman  Marije Janssen 《Reading and writing》2017,30(9):1945-1964

In the Netherlands, Turkish–Dutch children constitute a substantial group of children who learn to speak Dutch at the age of four after they learned to speak Turkish. These children are generally academically less successful. Academic success appears to be affected by both language proficiency and working memory skill. The goal of this study was to investigate the relationship between language skills and working memory in Turkish–Dutch and native-Dutch children from low-income families. The findings revealed reduced Dutch language and Dutch working-memory skills for Turkish–Dutch children compared to native-Dutch children. Working memory in native-Dutch children was unrelated to their language skills, whereas in Turkish–Dutch children strong correlations were found both between Turkish language skills and Turkish working-memory performance and between Dutch language skills and Dutch working-memory performance. Reduced language proficiencies and reduced working-memory skills appear to manifest itself in strong relationships between working memory and language skills in Turkish–Dutch children. The findings seem to indicate that limited verbal working-memory and language deficiencies in bilingual children may have reciprocal effects that strongly warrants adequate language education.  相似文献   

Technological and pedagogical support for pre-service teachers’ lesson planning     

Noortje Janssen  Miriam Knoef  Ard W. Lazonder 《Technology, Pedagogy and Education》2019,28(1):115-128

Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support.  相似文献