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31.
Jonne Pieter Vulperhorst Koen Rens Wessels Arthur Bakker Sanne Floor Akkerman 《International Journal of Science Education》2018,40(8):828-846
Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice. 相似文献
32.
Pieter Wouters Erik D. van der Spek Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763
The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural
assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises
three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical
considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest
that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment.
While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment
may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four
guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for
structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed
for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information
about the quality of the knowledge structures. 相似文献
33.
Pieter L.J. Boerman 《Educational Research and Evaluation》2013,19(3):189-213
The present study deals with the effect of decentralization on organizational effectiveness in Dutch colleges for middle vocational education (or MBO in Dutch). Following recent developments in educational administration, four domains of organizational effectiveness are distinguished: adaptation; goal attainment; integration; and teachers commitment (Quinn & Rorhbaugh, 1983: Competing Values Approach). Decentralization is defined as the relative amount of influence on decision making processes at the operational level compared with strategic level. In accordance with Hanson's Interacting Spheres Model (1991) three domains of decision making are distinguished: an educational domain; an administrative domain; and a contested zone. These concepts were measured with a questionnaire which was administered to middle managers, i.e., heads of departments, course co‐ordinators, etc., within each college for vocational education in the Netherlands. From the total population, 299 middle managers (62%) of 87 schools (87%) completed the questionnaire. The data were analyzed with structural equation modeling (LISREL 8). The results show a moderate positive effect of decentralization on organizational effectiveness. 相似文献
34.
Pieter BORGHART 《Learned Publishing》2013,26(3):167-171
The recently established quality label for peer‐reviewed publications in Flanders has lately aroused some interest in the international literature on scholarly communication. Although the so‐called GPRC‐label is in principle a welcome initiative, its implementation, from 2010 onwards, has already engendered several unexpected side‐effects. This article discusses these pitfalls and traces their origin in the Flemish performance‐based research funding system. It also points to a number of hard‐to‐solve practical problems if the quality label were to be implemented in an international context. In this way, it aims to temper the enthusiasm with which the label has been welcomed, both in Flanders and internationally. 相似文献
35.
Pieter Spooren Dimitri Mortelmans Peter Thijssen 《British Educational Research Journal》2012,38(1):3-21
Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a different population (different students, different courses) shows the existence of a common factor behind these scales. However, the weak correlation with the variable ‘sum of agreements’ does not support the idea of acquiescence in student evaluation of teaching. Instead, the common factor could be interpreted as a halo factor influencing different scales in the questionnaire. The implications of this exploratory study for future research on acquiescence in student evaluations of teaching are discussed. 相似文献
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The paper presents the progress of the action plan for the improvement of the ICT usage at the Helen Parkhurst Dalton School for secondary education in the Netherlands. At the start of the described action period in 2007, the ICT-usage in education was assessed through a review performed by a group of European inspectors. This assessment formed the basis for a continuous development in the school for promoting and improving the usage of ICT to improve the effectiveness of education. We did this by addressing the observed weaknesses with special measures, and continuing the action plans which were already put in place. We kept loyal to our starting point that technology use has to be determined through a strong vision of education and not that technology determines our philosophy as is sometimes the case. It was determined that the curriculum that should drive the learning, not the technology. In 2009 we carried out an intermediate self-evaluation. We established a new vision for school development for the near future. In this vision there was much room for a growing role of ICT usage. Concrete plans for the future were made. In this paper, the third in a row, we will try to assess the full impact of this implementation for teachers, learners and the quality of the teaching and learning process by comparing the assessment of 2007 with a self evaluation on the same indicators in 2011. 相似文献
39.
Because multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills, two small‐scale pilot studies have been conducted with a recently‐developed program to examine its efficacy and impact on the motivation of the users. The first study is concerned with the use of the program in kindergarten children (K2). As there is no curriculum for these children, a computer program that is fully adaptive may well boost their independence in learning to read and spell. The main finding in this study was that kindergarten readers learned in up to 16 hours of computer practice as much as is normally attained in the first 3 months of formal reading instruction in the classroom. In the second study, reading‐disabled students with low levels of motivation engaged in computer‐based spelling practice. The most important finding in this study was that the amount of non‐task directed behaviour of those who had practised with the computer significantly decreased during both computer sessions and classroom sessions. In the discussion the way in which computers can be used most efficiently for the instruction of reading and spelling is analysed and suggestions for further research and development are presented. 相似文献
40.
Reitsma P 《Journal of deaf studies and deaf education》2009,14(2):178-189
There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises. 相似文献