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191.
Wim Hoppers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,1(3):5-30
This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within. 相似文献
192.
Bo Ning Jan Van Damme Sarah Gielen Gudrun Vanlaar Wim Van den Noortgate 《Scandinavian Journal of Educational Research》2016,60(5):515-537
Finland and Shanghai are strong performers in the Program for International Student Assessment (PISA). The current study explored the similarities and differences in educational effectiveness between these 2 strong performers. To this end, 14 predictors representing student background and school process characteristics were selected from the PISA 2009 database. The results show that the Finnish educational system is more efficient in transforming given inputs, specially student background characteristics, into reading achievement, while the general condition of the school climate in Shanghai, in terms of value and effect size of the predictors, contributes a large part to its comparative strength in reading achievement. Suggestions for improvement at school and system level are given. 相似文献
193.
Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives? 总被引:1,自引:0,他引:1
Sanne Akkerman Piet Van den Bossche Wilfried Admiraal Wim Gijselaers Mien Segers Robert-Jan Simons Paul Kirschner 《Educational Research Review》2007,2(1):39-63
Various strands of research in educational, social and organizational psychology focus on structures of collectively created meaning that emerge in and coordinate activities of groups. Despite expanding, this field still lacks conceptual clarity, enhanced by the multitude of terms used, such as common ground, shared understanding, collective mind, team mental models, and distributed cognition.We conducted a review of the conceptual frameworks being used in empirical studies, focusing on the premises of the conceptualizations. Therefore, we connected these conceptualizations to either cognitive or socio-cultural perspectives on the social nature of cognition. Some studies are identified as representing initial ways of boundary crossing between these perspectives. To conclude, we explore ways for boundary crossing and cross-fertilization in future research. 相似文献
194.
Wim Van Dooren Dirk De Bock Fien Depaepe Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2003,53(2):113-138
Previous research has shown that – due to the extensive attention spent to proportional reasoning in mathematics education
– many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are
not applicable. This phenomenon is sometimes referred to as the ‘illusion of linearity’. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. In this article, the empirical
evidence for this phenomenon is expanded to the domain of probabilistic reasoning. First, we elaborate on the notion of chance
and provide some reasons for expecting the over generalization of linear models in the domain of probability too. Afterwards,
a number of well-known and less-known probabilistic misconceptions are described and analysed, showing that they have one
remarkable characteristic in common: they can be interpreted in terms oft he improper application of linear relations. Finally,
we report on an empirical investigation aimed at identifying the ability of 10th and12th grade students to compare the probabilities of two binomial chance situations. It appears that before instruction in probability,
students have a good capability of comparing two events qualitatively, but at the same time they incorrectly quantify this
qualitative insight as if the variables in the problem were linked by a linear relationship. Remarkably, these errors persist
after instruction in probability. The potential of this study for improving the teaching and learning of probability, as well
as suggestions for further research, are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
195.
D. Joosten-Ten Brinke D.M.A. Sluijsmans S. Brand-Gruwel W.M.G. Jochems 《Educational Research Review》2008,3(1):51-65
The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning paradigm, procedures have been developed worldwide to assess and credit prior learning experiences (APL). While research on APL stresses the importance of a high-quality standard, so far the literature has applied only a psychometric quality framework. However, from the perspective of APL, where, besides prior knowledge and skills, competencies need to be measured, it is more appropriate to use a combination of the psychometric and edumetric quality criteria. This article will analyze and describe the relationship between quality criteria and the characteristics of APL. The results have revealed that quality criteria based on both are fundamental for APL, but that some criteria are more recognized than are others. Based on this analysis, design guidelines for APL have been formulated. 相似文献
196.
197.
In this article, we focus on the role and actions of individual school leaders in initiating and governing the process of
reculturing. First, we elaborate on the core elements of the process of reculturing, referring to a complex learning process
of finding a new balance between cognitions and emotions both individually and collectively. We then review the literature
for issues related to school leaders’ roles and actions during reculturing. We argue that the role of leadership power largely
has been left out of the picture so far while at the same time leadership power is so crucial for teachers’ roles and actions
in educational innovation processes. To illustrate our line of thinking, we analyse the stories of three school leaders about
their roles and actions during successful processes of reculturing and retrospectively analyse the role of leadership power
during these processes, building on a framework of Hetebrij (2006) for judging the quality of power use. 相似文献
198.
Wim Groot 《Economics of Education Review》1993,12(4)
This paper examines the relation between overeducation and enterprise-related schooling. If overeducation and enterprise-related schooling are substitutes the social costs of Overeducation are less. We find that correctly allocated workers have the highest probability of participation in enterprise-related schooling, while undereducated workers have the lowest probability of participation. There is no evidence of overeducation and enterprise-related schooling being either substitutes or complements. If we do not correct for self-selection, the average return on a year of education for correctly allocated workers is higher than the average rate of return to education for under- and overeducated workers. If we correct for self-selection in the participation in enterprise-related schooling the rate of return to education increases. The rates of return to under- and overeducation increase as well. If we correct for self-selection the rate of return to a year of undereducation becomes higher than the rate of return to a year of actual education. For undereducated workers the wage gain of participation in enterprise-related schooling is higher than for a correctly allocated worker. A year of Overeducation decreases the wage gain of participation in enterprise-related schooling for participants. 相似文献
199.
ABSTRACT Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning. 相似文献
200.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献