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1.
Roelande H. Hofman W.H. Adriaan Hofman Henk Guldemond 《School Effectiveness & School Improvement》2013,24(3):352-366
This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school. 相似文献
2.
Esther T. Canrinus Michelle Helms‐Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《Educational studies》2011,37(5):593-608
This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. 相似文献
3.
Dattey Kwame Westerheijden Don F. Hofman Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319
Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators. 相似文献
4.
Heleen A. Van der Stege Sander R. Hilberink Adriaan P. Visser AnneLoes Van Staa 《Sex education》2014,14(6):635-651
The objective of this study was to identify determinants of professionals’ intention to use the new board game SeCZ TaLK to facilitate sexual health discussions with young people with chronic health conditions and disabilities, and to gauge whether intention led to actual use. A cross-sectional web-based survey of 336 professionals before they received the game sought to measure their intention to use SeCZ TaLK, their attitudes towards discussing sexuality, social professional environment, self-efficacy, opinion on the feasibility of using the game and experience discussing sexuality. Actual use of SeCZ TaLK was assessed at follow-up (N = 105). Professionals with higher self-efficacy and more experience in discussing sexual health were more likely to intend to use the game. At follow-up, intention to use explained 21% of the variance in actual use. SeCZ TaLK fits easily into the daily practice of professionals working in assisted-living and day-care facilities; other professionals experienced greater difficulty integrating the game into their practice. Despite this, SeCZ TaLk was also used across a wide range of settings including in psycho-educational groups, group consultations in hospitals and group therapy in rehabilitation centres. Professionals appreciated the board game SeCZ TaLK, but actual use depended on their own motivation and skills and compatibility with work routines. 相似文献
5.
Adriaan Duiveman 《Cultural and Social History》2019,16(5):543-560
ABSTRACTOrganised in the wake of disasters, early modern emergency rituals were intended to persuade God to waive further punishment. However, this article shows that these rituals were as much about communities as about God. Based on a close reading of prayer day letters, sermons, and instruction manuals from the eighteenth-century Dutch Republic, it proposes a Durkheimian interpretation of the rituals. For a day, participants collectively lived through an emotional disaster experience. This experience was then converted into (financial) solidarity with the victims. 相似文献
6.
The Art of Reading is a national reading promotion program in the Netherlands targeting children and youngsters from birth to 18 years of age. Launched in 2008, the program reached in 2016 nearly 700,000 children. In this article, we describe the program’s background, ambitions, content, and implementation, as well as the central role of the public library in its development and execution. A special focus is on the digital monitoring system that has been created to monitor the impact of the program on pupils’ reading behavior and teachers’ reading promotion behavior. 相似文献
7.
Malefyane Tlhoaele Cor Suhre Adriaan Hofman 《European Journal of Engineering Education》2016,41(3):263-278
Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance. 相似文献
8.
Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.
Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987) factors, will possibly be important determinants for pursuing one or two study programmes in higher education. 相似文献
9.
Adriaan Swanepoel 《美中教育评论》2010,(10):98-105
A longitudinal study at the TUT （Tshwane University of Technology） used citation analysis to analyze the reference lists of 480 Master＇s and Doctoral （M and D） theses and dissertations submitted at TUT between 2004 and 2007. The purpose was to determine what types of information sources M and D students at TUT use most, how the patterns of use differ across the 7 faculties of the university, and to what extent the LIS （Library and Information Services） keeps or provides access to the journals that are mostly used by M and D students. More than 37,000 citations were analyzed over the 4-year period. The study found several similarities but also some distinct differences in the use of information sources across the 7 faculties of TUT. It also identified more than 60 different information sources used by M and D students. With regard to journal use, the study found that out of 3,641 different journals cited, most journals were only cited once over a period of 4 years. However, a small percentage of journals were highly and/or frequently cited. 相似文献
10.
Esther T. Canrinus Michelle Helms-Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《European Journal of Psychology of Education - EJPE》2012,27(1):115-132
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational
commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation
modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and
relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM,
the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This
aspect of similarity across experience groups is in line with findings of previous research on teachers’ professional identity.
The present study contributes to the further development of a solid theory on teachers’ professional identity, which has been
lacking. 相似文献