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Reading and Writing - The original publication of the article contained an error 相似文献
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Mariola C. Gremmen Christian Berger Allison M. Ryan Christian E.G. Steglich René Veenstra Jan K. Dijkstra 《Child development》2019,90(2):e192-e211
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis. 相似文献
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Marco?A.?HaanEmail author S.?Gerhard?Dijkstra Peter?T.?Dijkstra 《Journal of Cultural Economics》2005,29(1):59-78
For centuries, there have been discussions as to whether only experts can judge the quality of cultural output, or whether the taste of the public also has merit. This paper tries to answer that question empirically, using national finals of the Eurovision Song Contest. We show that experts are better judges of quality in the sense that the outcome of finals judged by experts is less sensitive to factors unrelated to quality than the outcome of finals judged by public opinion. Yet, experts are not perfect; their judgment does still depend on such factors. This is also the case in the European finals of the contest. 相似文献
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This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support. 相似文献
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Anne Bert Dijkstra Femke Geijsel Guuske Ledoux Ineke van der Veen Geert ten Dam 《School Effectiveness & School Improvement》2013,24(4):524-553
This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools. 相似文献
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Liesbeth Baartman Judith Gulikers Asha Dijkstra 《Assessment & Evaluation in Higher Education》2013,38(8):978-997
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in higher vocational education, to identify critical factors influencing assessment quality and to study whether self-evaluation leads to concrete points for improvement. Results show that strong points are fitness for purpose, comparability and fairness. Weak points are reproducibility of decisions and development of self-regulated learning. Critical factors are the translation of competences into assessment criteria to be used in daily lessons and the involvement of the work field. The self-evaluations generated many points for improvement, but not all were translated into actions. Altogether, this article provides a rich picture of assessment quality in higher education and identifies quality aspects that need improvement, (partly) confirming other research on current assessment methods. 相似文献
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Elisabeth J. H. Spelt Harm J. A. Biemans Hilde Tobi Pieternel A. Luning Martin Mulder 《Educational Psychology Review》2009,21(4):365-378
Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present
review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to
produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It
was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means
of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that,
to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative.
The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for
enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice
of interdisciplinary higher education can move forward. 相似文献