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831.
Colin Tattersall Jocelyn Manderveld Bert van den Berg René van Es José Janssen Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123
Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research. 相似文献
832.
In order to equate tests under Item Response Theory (IRT), one must obtain the slope and intercept coefficients of the appropriate linear transformation. This article compares two methods for computing such equating coefficients–Loyd and Hoover (1980) and Stocking and Lord (1983). The former is based upon summary statistics of the test calibrations; the latter is based upon matching test characteristic curves by minimizing a quadratic loss function. Three types of equating situations: horizontal, vertical, and that inherent in IRT parameter recovery studies–were investigated. The results showed that the two computing procedures generally yielded similar equating coefficients in all three situations. In addition, two sets of SAT data were equated via the two procedures, and little difference in the obtained results was observed. Overall, the results suggest that the Loyd and Hoover procedure usually yields acceptable equating coefficients. The Stocking and Lord procedure improves upon the Loyd and Hoover values and appears to be less sensitive to atypical test characteristics. When the user has reason to suspect that the test calibrations may be associated with data sets that are typically troublesome to calibrate, the Stocking and Lord procedure is to be preferred. 相似文献
833.
Frank P. C. M. de Jong 《European Journal of Psychology of Education - EJPE》1995,10(4):317-323
This paper does not attempt to be an introduction on process-oriented instruction by providing all the assumptions and key principles. It rather highlights the necessary epistemological shift in education from learning as a receptive process towards learning as a constructive process. The basis for this shift is not a matter of theoretical considerations but lies in the requirements of personal cognitive functioning in the contemporary community. Process-oriented instruction includes not only this epistomological shift. Consequently, process-oriented instruction does not only focus on the information processing activities in the learning process, but also on the affective and the regulative activities. Moreover, it aims at improving students’ learning competence by enhancing the quality of students’ learning competence by enhancing the quality of students’ cognitive and metacognitive development. 相似文献
834.
A set of hypotheses derived from Belsky's process model of the determinants of parenting was tested in a sample of 129 Dutch parents with their 15-month-old infants. Parental ego-resiliency and education, partner support, and infant social fearfulness were found to explain significant and unique portions of variance in the observed quality of parental behavior, which, in turn, was linked to the infants' attachment security and cognitive development. Parental intelligence was both indirectly--through parenting--and directly related with infant Bayley Mental Developmental Index, whereas parental ego-resiliency was both indirectly and directly linked with infant Attachment Q-Set security. Belsky's claim that parents' personal resources are most effective and child characteristics are least effective in buffering the parenting system was not empirically confirmed. 相似文献
835.
Vandermeulen Nina van den Broek Brenda Van Steendam Elke Rijlaarsdam Gert 《Reading and writing》2020,33(2):239-266
Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying... 相似文献
836.
Menno Wierdsma Kerst Th. Boersma Marie-Christine Knippels Bert van Oers 《International Journal of Science Education》2016,38(15):2388-2413
In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used. Since many concepts are used in a variety of contexts, students need to be able to recontextualise and transfer their understanding of a concept from one context to another. This study aims to develop a learning and teaching strategy for recontextualising cellular respiration. This article focuses on students’ ability to recontextualise cellular respiration. The strategy allowed students to develop their understanding of cellular respiration by exploring its use and meaning in different contexts. A pre- and post-test design was used to test students’ understanding of cellular respiration. The results indicate that while students did develop an acceptable understanding of cellular respiration, they still had difficulty with recontextualising the concept to other contexts. Possible explanations for this ack of understanding are students’ familiarity with the biological object of focus in a context, the manner in which this object is used in a context and students’ understanding of specific elements of cellular respiration during the lessons. Although students did develop an adequate understanding of the concept, they do need more opportunities to practice recontextualising the concept in different contexts. Further research should focus on improving the strategy presented here and developing strategies for other core concepts in science. 相似文献
837.
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension 总被引:2,自引:0,他引:2
In this article the development and validation of the Beliefs about Primary Education Scale (BPES) are described. The BPES is an 18-item scale for assessing primary school teachers’ beliefs toward the nature of good education, subdivided in a transmissive dimension (TD) and a developmental dimension (DD). Both dimensions assess beliefs toward the general orientation and objectives of education, the nature of the educational content, and desirable ways of knowledge acquisition. An explorative study (n=352) revealed a two-factor structure. Both dimensions were uncorrelated, which leads to the suggestion that teachers hold layered belief systems. In a following study (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs. 相似文献
838.
Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student–teacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour. 相似文献
839.
840.
Kees P. van den Bos 《Annals of dyslexia》1984,34(1):179-193
Hypothesized cognitive strengths and weaknesses of three dyslexic subgroups (Boder and Jarrico 1982) were examined in two
reading related experiments. The first experiment tested the prediction that auditorily presented letter sets should be processed
better by dyseidetic than by dysphonetic readers. The prediction was not confirmed. The results did not show any modality
of presentation-specific recall differences between the three dyslexic subgroups. Overall, dyslexic children’s scores were
significantly lower than those of age-matched control groups. The second experiment tested predictions of differential performance
of dyseidetic and dysphonetic readers in a task in which the name identity of letters in pairs had to be indicated. Predicted
patterns were not confirmed. Compared to the control groups all three dyslexic subgroups (whose means did not differ significantly)
made significantly more errors in the condition in which it was essential to activate phonetic representations of the letters.
The experimental results of this study suggest a greater similarity in the nature of letter processing problems in dyslexic
children than is assumed in Boder and Jarrico’s (1982) subtyping test.
This research was supported by grant 634301 from the Department of Special Education, State University of Groningen, and a
travel grant from the Netherlands Organization for the Advancement of Pure Research (Z.W.O.).
Based on a presentation at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献