Text comprehension strategy instruction with poor readers

The goal of this study was to investigate the effects of teachingtext comprehension strategies to children with decoding andreading comprehension problems and with a poor or normallistening ability. Two experiments are reported. Four textcomprehension strategies, viz., question generation, summarizing,clarification, and predicting were taught through directinstruction and reciprocal teaching. In both experiments, effectswere measured according to a pretest – posttest – retentiontest – control group design. Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests. In thefirst experiment the subjects were 9 to 11-year-old poor readersfrom special schools for children with learning disabilities. Inthis experiment, the intervention program's texts and strategyinstructions were presented in listening settings only. Thesubjects in the second experiment were 10-year-old children fromregular elementary schools and 9 to 11-year-old children fromspecial schools. They were also poor readers but their decodingperformance was not as poor as in the subjects in experiment 1.In experiment 2, the intervention program involved textpresentations in alternating reading and listening lessons.Although in general, normal listeners performed better on allcomprehension tests than poor listeners, there were nodifferential program effects for the two listening levels. Cleareffects of both programs were found on strategic reading andlistening tests administered directly after the interventions. Inthe first experiment, maintenance test performance showedprolonged program benefits, whereas in the second experimentthese maintenance effects were blurred by unexpected gains of thecontrol groups of students, especially from regular schools.Finally, apart from some local successes, neither of the twoexperiments offered stable evidence of transfer of comprehensionstrategy training to standardized general listening and readingcomprehension tests.     

Local and national effects of a quality system in Dutch general practitioner specialty training: a qualitative study

A quality system (named GEAR; acronym for Combined Evaluation Audit Round in English), has been introduced in eight institutes of the Dutch general practitioner specialty training. This paper focuses on the local and national effects of GEAR. Seventeen semi-structured interviews were conducted with the directors and quality co-ordinators. At a local level, GEAR provided the institutes with insights into their current practice. The institutes designed and implemented several improvement plans based on feedback. Furthermore, GEAR addressed quality management more systematically, and it enhanced the quality culture. At a national level, the institutes formulated national priorities. In addition, GEAR stimulated collaboration as a result of more frequent contacts. Institutes differed in their perception of the extent to which GEAR offered added value. Integrating the quality system into the local policy was sometimes a problem. Despite some scepticism at the start, GEAR provoked enthusiasm that can contribute to the quality of medical education.     

Linking Survey and Media Content Data: Opportunities,Considerations, and Pitfalls

In media effects research a fundamental choice is often made between (field) experiments or observational studies that rely on survey data in combination with data about the information environment or media coverage. Such studies linking survey data and media content data are often dubbed “linkage studies.” On the one hand, such designs are the state of the art in our field and on the other hand, they come with a long list of challenges and choices. This article reviews the rationales for linkage studies, outlines different types of linkage studies, reviews the state-of-the-art in this area, discusses which survey and content items to use in an analysis, reviews different types of analyses, outlines considerations for alternative specifications, and provides a step-by-step example.     

Why teachers cooperate: an expectancy-value model of teacher cooperation

European Journal of Psychology of Education - While cooperation among teachers is considered an important indicator of school quality, the empirical evidence on the efficacy of teacher cooperation...     

Auswahlbibliografie Neuerscheinungen

Auswahlbibliografie

Auswahlbibliografie Neuerscheinungen     

Too much,too soon? A critical investigation into factors that make Flipped Classrooms effective

The Flipped Classroom (FC) method is used widely in higher education, with studies claiming various benefits. However, to date, little work has focused on what makes FCs effective for student learning. This study presents data collected from interviews with 14 UK-based undergraduate students, investigating their perceptions of participating in a series of FC sessions. Findings indicate that the FC format discouraged a significant number of students from attending. However, students who did attend the flipped classes reported valuing the resultant learning opportunities and enjoying the experience. This study sheds light on the learning process within the FC. Challenges in implementing the FC were highlighted both by students who attended and by those who did not. We conclude that implementing the FC should not be undertaken lightly or be seen as a quick fix; at minimum, it requires staff willingness and opportunities for engagement and peer learning.