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ABSTRACT In order to compare the performance of learning‐disabled and normally‐achieving children (of between nine and 11 years of age) on visuo‐spatial tasks, the Raven's Progressive Matrices, the Children's Embedded Figures Test and three self‐designed visuo‐spatial tasks were administered. The study has been conducted within the theoretical framework of a human information‐processing approach. 相似文献
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Marloes Koster Han Nakken Sip Jan Pijl Els J. van Houten Henk C. Lutje Spelberg 《Educational Research and Evaluation》2013,19(5):395-409
This study addresses the development of a teacher questionnaire to assess the social participation of pupils with special needs in regular primary schools and is divided into 2 parts. In the 1st part, the construction of the questionnaire is described. The questionnaire consists of 30 statements related to 4 key themes of social participation: “friendships/relationships”, “contacts/interactions”, “perception of the pupil”, and “acceptance by classmates”, yielding 4 subscales. The 2nd part of the study addresses an empirical study in which the questionnaire's quality was examined. The outcomes of a confirmatory factor analysis largely supported the division of social participation into 4 key themes. The analysis revealed that 22 out of 30 statements correlated strongest with the subscale they were assigned to. The questionnaire as a whole turned out to be reliable, whereas the reliability of the subscales varied. The construct validity was found to be mainly acceptable. 相似文献
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There is growing interest in self-study methods being used by teachers and teacher educators to improve their own practice. The focus of these self-studies seems to be more on acting than on understanding, and here we focus on a group of teachers who explore their professional identities. Teachers participating in a Master’s degree study were asked to formulate critical moments in their development in which they felt their values were challenged and they were faced with a dilemma connected to these challenges. They then used different self-study research methods to dig deeper into their reports. This article focuses on exploring the normative dilemmas that teachers face in their daily practice and how their self-understanding is influenced by studying these dilemmas. We found that participating teachers faced two main dilemmas between external guidance and self-regulation, and between self-consciousness and relatedness. We also found that the effects of self-study research are connected to a deeper understanding of how things work and that finding core values such as trust, connectedness, and creating space can generate a breakthrough in the two main dilemmas. 相似文献
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Eva D’hondt Suzan Verberne Nelleke Oostdijk Jean Beney Cornelius Koster Lou Boves 《Information Retrieval》2014,17(5-6):520-544
In this paper, we quantify the existence of concept drift in patent data, and examine its impact on classification accuracy. When developing algorithms for classifying incoming patent applications with respect to their category in the International Patent Classification (IPC) hierarchy, a temporal mismatch between training data and incoming documents may deteriorate classification results. We measure the effect of this temporal mismatch and aim to tackle it by optimal selection of training data. To illustrate the various aspects of concept drift on IPC class level, we first perform quantitative analyses on a subset of English abstracts extracted from patent documents in the CLEF-IP 2011 patent corpus. In a series of classification experiments, we then show the impact of temporal variation on the classification accuracy of incoming applications. We further examine what training data selection method, combined with our classification approach yields the best classifier; and how combining different text representations may improve patent classification. We found that using the most recent data is a better strategy than static sampling but that extending a set of recent training data with older documents does not harm classification performance. In addition, we confirm previous findings that using 2-skip-2-grams on top of the bag of unigrams structurally improves patent classification. Our work is an important contribution to the research into concept drift for text classification, and to the practice of classifying incoming patent applications. 相似文献
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Larike H. Bronkhorst Paulien C. Meijer Bob Koster Jan D. Vermunt 《Teaching and Teacher Education》2011,27(7):1120-1130
Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment. 相似文献
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Science & Education - While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that... 相似文献
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Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献