CURRENT ARTICLES

In the post-pillarized society of the Netherlands, formal religious education still is structured according to religious dividing lines. “Religion” in confessional schools is a compulsory subject; in public schools, taking a so-called neutral position with regard to religious traditions, “Religion” is an optional subject (Protestant, Roman Catholic, or Islamic religious education or Humanistic World View Education), taught to pupils on parents’ request. Nowadays, due to processes of modernization, globalization, and individualization, the position of religion in society has changed and subsequently the position of “Religion” as a subject in classes has changed. These days for principals and teachers in public schools it is urgent to reflect on their positionality regarding (religious and secular) worldview education. In this contribution we present our findings from document analysis and from (focus group) interviews with principals, and from observations in public schools, resulting in a plea for “Life Orientation for all” as a compulsory subject in all schools for all pupils.     

Public perceptions of teachers’ status in Flanders

Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being.     

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational Studies in Mathematics - Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in...     

Learning from research on the information behaviour of healthcare professionals: a review of the literature 2004–2008 with a focus on emotion

Objective: A review, focusing on emotion, was conducted of reported studies on the information behaviour of healthcare professionals (2004–2008). Findings were intended to offer guidelines on information services and information literacy training, to note gaps in research and to raise research interest. Method: Databases were searched for literature published from January 2004 to December 2008 and indexed on eric , Library and Information Science Abstracts, medline , Psyc INFO, Social Services Abstracts, Sociological Abstracts, Health Source: Nursing/Academic Edition; Library, Information Science & Technology Abstracts; Psychology and Behavioral Sciences Collection; Social Work Abstracts; Soc INDEX with Full Text; SPORTDiscus ; cinhal ; and the ISI Web of Knowledge databases. Key journals were manually scanned and citations followed. Literature was included if reporting on issues concerning emotion. Results: Emotion in information behaviour in healthcare contexts is scantily addressed. This review, however, offers some insight into the difficulty in identifying and expressing information needs; sense making and the need to fill knowledge gaps; uncertainty; personality and coping skills; motivation to seeking information; emotional experiences during information seeking; self‐confidence and attitude; emotional factors in the selection of information channels; and seeking information for psychological or emotional reasons. Conclusion: Suggestions following findings, address information literacy programs, information services and research gaps.     

Konzeptueller und logischer Data-Warehouse-Entwurf

Zusammenfassung. Im Data-Warehouse-Bereich gibt es sowohl auf der konzeptuellen als auch auf der logischen Ebene unterschiedliche Modellierungsansätze, deren Entwicklung sich in der Regel an typischen Fragestellungen aus dem Bereich des Online Analytical Processing (OLAP) orientierte. Daneben spielen aber auch andere Ansätze zur Analyse der Daten in einem Data Warehouse eine bedeutende Rolle. Ein wichtiger Vertreter ist Data Mining, mit dessen Hilfe bislang unbekannte Muster und Zusammenhänge in Daten identifiziert werden können. Im vorliegenden Artikel wird untersucht, inwieweit sich die in der Literatur vorgeschlagenen konzeptuellen Datenmodelle für ein Data Warehouse eignen, das OLAP- und Data-Mining-Analysen gleichermaßen unterstützt. Hierzu wird das COCOM-Modell, das auf den Modellierungsmöglichkeiten verschiedener publizierter Modelle aufbaut, vorgestellt und bewertet. Für das logische Schema eines Data Warehouse wird häufig ein sogenanntes Star-Schema oder ein Snowflake-Schema erstellt. Für diese und weitere Schematypen wird analysiert, welchen Einfluss die Wahl des logischen Schemas auf Anwendungen aus den Bereichen OLAP und Data Mining hat. Wichtige Kriterien sind hier unter anderem der Informationsgehalt und die Performanz. Insgesamt zeigt dieser Beitrag, dass das COCOM-Modell und das Star-Schema eine gute Grundlage für den integrierten Einsatz von OLAP und Data-Mining bilden.Eingegangen am 30. April 2002, Angenommen am 25. Juni 2003 CR Subject Classification: H.2.1, H.2.7, H.2.8     

Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

   This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological understandings.

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Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers’ daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of 15 middle school science, social studies, and language arts teachers. Findings indicated that high-integration teachers embedded CSR lessons into their curriculum and reinforced CSR strategy use throughout the week. These teachers also felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching.