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Theo van der Zee Chris Hermans Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293
So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools. 相似文献
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Stphanie Berger Angela J. Verschoor Theo J. H. M. Eggen Urs Moser 《Journal of Educational Measurement》2019,56(1):121-146
Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability‐related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust. 相似文献
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Miranda J. Lubbers Margaretha P.C. Van Der Werf Hans Kuyper A.A. Jolijn Hendriks 《Learning and individual differences》2010,20(3):203-208
Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and academic performance, controlling for cognitive ability, track level, gender, and ethnicity. We investigated this in a nationally representative sample of about 9000 secondary school students in The Netherlands (average age 13 years). Results indicated that all personality traits were related to homework behavior, and that both personality and homework behavior were related to end-of-year grades in math and Dutch language. Nevertheless, homework behavior only partially mediated the relation between personality and grades. 相似文献
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John Yandell Jane Coles Theo Bryer 《Changing English: An International Journal of English Teaching》2020,27(2):208-228
ABSTRACTEvery year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terrain of contemporary schooling in England. 相似文献
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This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice. 相似文献
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The translation of this paper has been made possible with the financial help of the Koninklijke Nederlandse Akademie van Wetenschappen (the Royal Dutch Academy of Sciences) In this paper the authors criticise the growing tendency to conceive of adult education as a qualification oriented field of practice. Especially with respect to disadvantaged groups in society this orientation could have a stigmatizing effect. Various agents of education consider them as deficient and hence describe their identity in negative terms. Contrary to this, the authors develop a more positive orientation towards identity development and outline a new understanding of adult education. Their approach is inspired by insights developed in an area of cultural studies. 相似文献