Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning

Research in Science Education - In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific...     

Item position effects in listening but not in reading in the European Survey of Language Competences

Educational Assessment, Evaluation and Accountability - In contrast with the assumptions made in standard measurement models used in large-scale assessments, students’ performance may change...     

From speck to story: relating history of mathematics to the cognitive demand level of tasks

Educational Studies in Mathematics - It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the...     

The influence of the PSI directive on open government data: An overview of recent developments

This paper looks at the role of the European Directive on re-use of public sector information in the current trend towards opening up government data. After discussing the PSI directive, it gives an overview of current policies and practices with regard to open government data in the Member States. It is argued that the success of the open government data movement in some Member States can be related to the confusion or ignorance about the relationship between traditional freedom of information legislation and the re-use of public sector data. If future information policies decide to follow this trend, they should always ensure that existing rights on freedom of information are not harmed.     

Transformational change and business process reengineering (BPR): Lessons from the British and Dutch public sector

Facilitated by electronic government, public agencies are looking for transformational change by making a radical improvement. At first glance, this development is similar to the business process re-engineering (BPR) movement in the private sector. While policy makers and practitioners in the public sector have branded their recent improvements as BPR, the academic and research community have thus far eluded from making any comparisons. This has left a vacuum in terms of understanding the complexity of the challenges facing e-Government re-engineering and resultant change in public agencies. The aim of this paper is to translate the BPR movement findings to the field of e-Government induced change in the public sector. BPR characteristics and challenges are derived using normative literature and compared with two cases of public sector transformation in the UK and Netherlands. The results of these cases show that e-Government-induced change requires a plan for a radical improvement which, in contrast to BPR, is obtained by incremental steps and has a high level of participation. The findings offer policy makers valuable insights into the complexities and possible strategies that may need to be followed in order to succeed in e-Government implementation.     

Positive experiences as input for reflection by student teachers

In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution‐based therapy have inspired us to question whether problematic experiences should always be taken as starting point for reflection. Instead, teachers might learn even more from reflecting on positive experiences. Thus, the aim of the current study is to compare the outcomes of reflecting on difficult, problematic experiences with those of reflecting on positive experiences. We focused on three outcome areas: (1) the content of teachers’ resolutions after reflecting because decisions need to be productive, (2) their motivation to act on their decision because teachers need to implement their resolutions, and (3) the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process. Subsequently, these student teachers indicated their motivation for implementing their resolutions and they reported their emotions evoked by the reflection processes. In order to gain insight into results with respect to the three outcome areas, the content of the teachers’ resolutions was categorized, motivation scores were averaged, and emotions were scored and calculated. Our investigation showed that student teachers who reflected on positive experiences made more innovative resolutions, were more highly motivated to implement these resolutions and had more positive feelings compared to when reflecting on problematic experiences. Implications of the findings include the use of reflection methods based on positive experiences for experience‐based learning and for developing adaptive expertise in teacher education. We also present some avenues for further research.     

Measurement and benchmarking foundations: Providing support to organizations in their development and growth using dashboards

Growth and stage models often lack a sound empirical and theoretical base and do not provide any help for organizations to improve. Measuring and benchmarking (M&B) is necessary for understanding an organization's position and identifying growth opportunities. Yet M&B methods are often not based on generalizations of practice and measure only what is directly visible. They are missing relevant elements that can help further development. In this paper, we propose a multi-level measurement framework utilizing a mix of measurement methods to look deep inside organizations. Whereas benchmarking is often based on a single number, deep insight is given by showing the performance in a broad range of areas and views using a dashboard. Guidance for improvement is created by identifying those elements that need improvements. The illustration of the framework in a case study shows that the process of measuring deep inside organizations might be more important than the actual outcomes and that per area different maturity levels might be possible. We provide seven principles that can serve as a foundation for developing M&B and stage models.     

Connecting the dots: social network structure,conflict, and group cognitive complexity

The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups’ cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between communication network density and fragmentation on the one hand and groups’ cognitive complexity on the other hand. The results show that network fragmentation has a positive effect on GCC by fostering task conflict, while network density has a positive impact on GCC by reducing relationship conflict in student groups. The paper makes an important contribution to both theory and practice in the field of collaborative learning, by exploring how groups’ affective and a cognitive dynamics impact on emergent collective cognitive structures.     

Differential trust between parents and teachers of children from low-income and immigrant backgrounds

This study was designed to investigate the trust relationship between parents and teachers in first grade. Additional research questions were whether trust was related to ethnicity and reading performance. The five facets of trust; benevolence, reliability, competence, honesty and openness, were measured on a 4-point Likert scale. Reading performance was measured by the three-minute test. Parents were found to have more trust in the reliability, competence and honesty of teachers than teachers in parents. Native-Dutch and immigrant parents have the same trust level towards their children’s teacher. However, teachers reported lower trust levels on all five facets of trust for immigrant parents. Our findings indicated that ethnicity has no influence on parents trust in teachers, but ethnicity may explain teachers’ trust in parents. Some support was found for the assumption that teachers’ trust plays a role in reading performance. Children were found to have higher reading performance when teachers reported higher trust in the benevolence and openness of parents.     

Scientific Perspectivism in Secondary-School Chemistry Education

Science & Education - The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical...