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911.
Lodewijk van Oord 《Educational studies》2013,39(2):208-218
This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning moral and character education. It is argued that the learner profile is firmly grounded in the character education approach to moral education. An alternative perspective is sketched, focusing on student autonomy and personal sense making, allowing students to develop a personal sense of the good life through interaction with others. 相似文献
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915.
Frank J. van Rijnsoever Laurens K. Hessels Rens L.J. Vandeberg 《Research Policy》2008,37(8):1255-1266
The high value of collaboration among scientists and of interactions of university researchers with industry is generally acknowledged. In this study we explain the use of different knowledge networks at the individual level from a resource-based perspective. This involves viewing networks as a resource that offers competitive advantages to an individual university researcher in terms of career development. Our results show that networking and career development are strongly related, but it is important to distinguish between different types of networks. Although networks on various levels (faculty, university, scientific, industrial) show strong correlations, we found three significant differences. First, networking within one's own faculty and with researchers from other universities stimulates careers, while interactions with industry do not. Second, during the course of an academic career a researcher's scientific network activity first rises, but then declines after about 20 years. Science-industry collaboration, however, continuously increases. Third, the personality trait ‘global innovativeness’ positively influences science-science interactions, but not science-industry interactions. 相似文献
916.
Marleen F. Westerveld Gail T. Gillon Anne K. van Bysterveldt Lynda Boyd 《International Journal of Early Years Education》2015,23(4):339-351
This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development. 相似文献
917.
This study examined whether the formation of a situation model can be encouraged by a situation‐focused instruction in primary school children. To achieve this, the standard reading‐for‐comprehension instruction was adapted so that it would emphasise the importance of imagination in narrative text comprehension. The results showed that the situational instruction enhanced the situation model construction abilities in good comprehenders in such a way that it improved not only their memory for the situation model but also the ease with which they filled in the gaps in time and space that appeared in the narratives. In poor comprehenders, the situational instruction led to a redistribution of attentional resources allocated to textbase‐ and situation‐level processing. It was suggested that this caused them to go beyond encoding the explicit text and instead construct a situation model from it, and that they did so without enriching the model with general‐knowledge inferences as much as good comprehenders. 相似文献
918.
Mariska H. Knol Rachna in’t Veld Harrie C. M. Vorst Jan H. van Driel Gideon J. Mellenbergh 《Research in higher education》2013,54(8):825-850
This experimental study concerned the effects of repeated students’ evaluations of teaching coupled with collaborative consultation on professors’ instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them four times immediately after a lecture (class meeting in which lecturing was the teaching format) by completing the Instructional Skills Questionnaire (ISQ). Within 2 or 3 days after each rated lecture, the professors in the experimental group were informed of the ISQ-results and received consultation. Each consultation, three in total, resulted in a plan to improve their teaching for the next lectures. Controls received neither their ISQ-results nor consultation during their course. Multilevel regression analyses showed significant differences in ISQ-ratings in the experimental group compared to the control group, specifically on the instructional dimensions Explication, Comprehension and Activation. In addition, the impact of each of the three consultations plus differences between targeted versus non targeted dimensions were analyzed. This study complements recent non-experimental research on a collaborative consultation approach with experimental results in order to provide evidence-based guidelines for faculty development practices. 相似文献
919.
Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper 《Learning and individual differences》2010,20(5):507-511
This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation. 相似文献
920.
Jeroen J. G. van Merriënboer Rob Martens 《Educational technology research and development : ETR & D》2002,50(4):5-9
Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning
tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity
of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID)
tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented.
This framework is then used to introduce the contributions to this special issue. 相似文献