Population density and special needs education

This paper contains an analysis of the relation between the percentages of segregated pupils in 15 countries and the population density in those countries. It shows that there is a substantial correlation between these two variables, pointing to the influence of factors such as population density on the integrationsegregation continuum. Findings suggest that the availability of services, travel distances and associated factors are of utmost importance for inclusive education.     

Does integration count for much? An analysis of the practices of integration in eight countries

ABSTRACT

This article focuses on the state of the art of integration in eight western countries: Italy, Denmark, Sweden, United States, Germany, England, Belgium and the Netherlands. Both qualitative and quantitative information on integration practices is given, and from these findings general conclusions on similarities and differences in integration efforts and results are discussed. The differences in the incidence of special needs students in eight countries are mainly to be explained by the differences in registration procedures to enter special facilities in regular or special education. Despite these differences it seems that in all countries involved at least 1.5 per cent of all students is difficult to integrate in regular education settings.     

Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective

In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions were analysed. Textbook questions in context-based and traditional curricula appeared to differ significantly in their orientation on content and in the activation to engage students in certain learning activities. Although traditional curricula included more questions that stress traditional chemistry content and included more reproductive chemistry questions than context-based curricula, they were not always as traditional as we had expected. Context-based chemistry curricula focused more on chemistry content relating to societal/technological issues and chemistry theory development and also more questions were included that activate students to regulate their own learning. However, context-based chemistry curricula still included a considerable amount of traditional chemistry content and did not focus as much on higher order learning as we had expected. The developed instruments might be helpful in chemistry curricula design to gain insights into the content which is stressed and how students are activated by textbook questions to engage in learning.     

THE IMAGE OF THE HUMAN BEING IN ISLAMIC AND “SECULAR HUMANISTIC EDUCATIONAL THOUGHT

Our moral awareness directs our attention to salient ethical cues. This article discusses how mistaken presumptions about the ways faith can inform moral awareness can cloud our understanding of the role of religious convictions in public discourse. The article then explores how an understanding of the dynamics of moral awareness can enable people to ground their moral outlooks in their faith commitments while at the same time remaining open to dialogue with people of other faith commitments so that they are able to discuss moral issues in the religiously diverse public places (the public squares) of our global, postmodern age.     

Portfolio as a means of promoting autonomous learning in teacher education: a quasi-experimental study

Background:?The predominant dissertation model used in teacher education courses in Flanders is the ‘literature study with practical processing’. Despite the practical supplement, this traditional model does not fit sufficiently well with autonomous learning as the objective of modern teacher education dissertations.

This study reports on the development of a portfolio model to serve as an alternative to the current model and afford greater opportunities for autonomous learning.

Purpose:?This quasi-experimental study aimed to examine the usefulness of portfolio as a means of promoting autonomous learning.

Sample:?Two teacher education courses collaborated, involving 174 teacher education students and 44 supervisors in this study.

Design and methods:?Using a pre- and post-test quasi-experimental design, we examined whether the use of portfolio as a dissertation model has a greater effect on the students' capacity for autonomous learning than the literature study with practical processing, using three existing questionnaires. Differences between the experimental group and the control group were revealed by means of covariance analysis.

Results:?Our research shows that the portfolio model results in students acquiring greater metacognitive knowledge. It also appears that students only get the chance to use their metacognitive skills when supervisors give them sufficient autonomy. However, supervisors experience loss of control and therefore tend to restrict students' autonomy.

Conclusions:?This leads us to the paradox of autonomous learning: students will only learn autonomously when they are given the freedom to learn autonomously. Supervisors need to transfer learner control.     

Publishing public performance results on the Internet: Do stakeholders use the Internet to hold Dutch public service organizations to account?

This paper analyzes the relation between publishing public performance results on the Internet, stakeholder accountability, and the effectiveness and legitimacy of Dutch public service organizations. The empirical research focuses on Web sites with performance results of schools and hospitals. These results are published on the Internet by ‘third parties’ (government organizations, associations of public service organizations, and newspapers). Publications of performance results stimulate schools and hospitals to score better on performance indicators because they feel the ‘public eyes’ on them. However, the risk of a ‘performance paradox’ and adverse effects is great since strategic behavior may lead to higher scores but not improve the effectiveness of these organizations. The research provides moderate support for negative effects on the legitimacy of schools and hospitals which may be attributed to the sole use of the Internet as a medium for access to information and negligence of its communicative potential.     

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.     

Accountability in an information age: Opportunities and risks for records management

Electronic records of government organizations are becoming increasingly important for accountability. Managing electronic records, however, proves to be difficult since information and communication technologies confront organizations with various opportunities and risks. In this paper the findings of an international expert survey on electronic records management are presented. These findings identify opportunities and risks for e-mail systems, database management systems, office systems, web technology systems and smart systems. They also point to five crucial questions that must be addressed in order to guarantee the availability of electronic records for accountability.     

Resting state networks mediate the association between both cardiovascular fitness and gross motor skills with neurocognitive functioning

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.     

Selection procedures in sports: Improving predictions of athletes’ future performance

The selection of athletes has been a central topic in sports sciences for decades. Yet, little consideration has been given to the theoretical underpinnings and predictive validity of the procedures. In this paper, we evaluate current selection procedures in sports given what we know from the selection psychology literature. We contrast the popular clinical method (predictions based on overall impressions of experts) with the actuarial approach (predictions based on pre-defined decision rules), and we discuss why the latter approach often leads to superior performance predictions. Furthermore, we discuss the “signs” and the “samples” approaches. Taking the prevailing signs approach, athletes’ technical-, tactical-, physical-, and psychological skills are often assessed separately in controlled settings. However, for predicting later sport performance, taking samples of athletes’ behaviours in their sports environment may result in more valid assessments. We discuss the possible advantages and implications of making selection procedures in sports more actuarial and sample-based.