A boundary-crossing approach to support students’ integration of statistical and work-related knowledge     

Arthur Bakker  Sanne F. Akkerman 《Educational Studies in Mathematics》2014,86(2):223-237

Vocational students and beginning professionals typically find it hard to integrate the mathematics and statistics that they have learned at school with work-related knowledge. To explore how such an integration process could be supported, we conducted an intervention in secondary vocational laboratory education. Our boundary-crossing approach was informed by the literature on boundary crossing and accompanying learning mechanisms (e.g., reflection in the form of perspective making and taking, and transformation in the form of hybridization). We hypothesized that reflection, as making and taking perspectives on school-taught and work-related knowledge, could lead to transformation, i.e., help students integrate these types of knowledge into a hybridized whole. Data collection included video and audio recordings of five 1-h meetings with three students, the data from their research projects, and interviews with the teacher and two workplace supervisors. The analysis of the students’ reasoning during the meetings revealed that their level of integrating school-taught statistics and work-related knowledge increased significantly and with a medium effect size. This suggests that a boundary-crossing approach can support students in integrating school-taught and work-related knowledge.  相似文献   

Proportional reasoning in the laboratory: an intervention study in vocational education     

Arthur Bakker  Djonie Groenveld  Monica Wijers  Sanne F. Akkerman  Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2014,86(2):211-221

Based on insights into the nature of vocational mathematical knowledge, we designed a computer tool with which students in laboratory schools at senior secondary vocational school level could develop a better proficiency in the proportional reasoning involved in dilution. We did so because we had identified computations of concentrations of chemical substances after dilution as a problematic area in the vocational education of laboratory technicians. Pre- and post-test results indeed show that 47 students aged 16–23 significantly improved their proportional reasoning in this domain with brief instruction time (50–90 min). Effect sizes were mostly large. The approach of using a visual tool that foregrounds mathematical aspects of laboratory work thus illustrates how vocational mathematical knowledge can be developed effectively and efficiently.  相似文献   

Structural Identity Consultation: Story Telling as a Culture of Faith Transformation   总被引：1，自引：1，他引：0  

Ina ter Avest  Cok Bakker 《Religious education (Chicago, Ill.)》2013,108(3):257-271

In this contribution we explore processes of Structural Identity Consultation (SIC) with primary school teachers, and the opportunities this kind of team meetings offers for a nontraditional way to live with religious tradition(s). We take our start in everyday classrooms, characterized by religious diversity. The thoughts of Levinas, and his view on the relationship of “I” and “the other,” open our mind for the encounter with the other, and the sensibility for the need of the other, resulting in an “answer-ability” for the other. Structural Identity Consultations in our view create an open space to explore differing narrations on encounter. The narration of a young teacher, and the deconstructive reading of this narration as a text, shows the innovative power of (religious) tradition. It is our conviction that teachers' story telling in Structural Identity Consultations enlarges religious literacy and improves religious sensibility.  相似文献   

Free daily newspapers ‐ business models and strategies     

Piet Bakker 《媒体管理杂志》2013,15(3):180-187

Abstract

Free daily newspapers, first introduced in Sweden in 1995, have proved to be much more than a passing phenomenon. By 2002, 80 free daily newspapers were introduced in 26 countries, 60 of them still exist. In thirteen countries free papers are responsible for more than ten percent of the total daily weekday circulation. The total circulation of the 60 free papers is almost 10 million copies, every day more than 20 million people read these papers. The success of the free papers is the result of their efficient cost structure and their ability to reach a new and relatively young audience. When looking more closely at the firms that publish these free newspapers two different models emerge; first, the entrepreneur entering a new market, and second the local or national newspaper firm. In the second model, free papers are launched to prevent other firms entering the market or to counter new firms already in the market. In the long run these obstructive tactics may develop into more positive strategies. Most readers are former ‘non‐readers’ or people who read paid and free newspapers Existing firms are developing strategies to benefit from the growing readership of newspapers created by free papers.  相似文献   

East Meets West in Assessment Development: Western Technical Assistance to Eastern Needs     

Steven Bakker  Gerben van  Lent  Annemarie de Knecht-van Eekelen 《Educational Measurement》2001,20(1):33-35

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Filtering Data for Detecting Differential Development          下载免费PDF全文

Matthieu J. S. Brinkhuis  Marjan Bakker  Gunter Maris 《Journal of Educational Measurement》2015,52(3):319-338

The amount of data available in the context of educational measurement has vastly increased in recent years. Such data are often incomplete, involve tests administered at different time points and during the course of many years, and can therefore be quite challenging to model. In addition, intermediate results like grades or report cards being available to pupils, teachers, parents, and policy makers might influence future performance, which adds to the modeling difficulties. We propose the use of simple data filters to obtain a reduced set of relevant data, which allows for simple checks on the relative development of persons, items, or both.  相似文献   

Two new readability predictors for the professional writer: pilot trials     

Sandra Harrison  Paul Bakker 《Journal of Research in Reading》1998,21(2):121-138

A combination of two new, but very different, approaches to the prediction of readability could be particularly valuable in evaluating English texts written for native and non-native speakers. One approach develops the concept of lexical density, whereas the other is a novel measurement of two mechanical variables of text. The paper first outlines the traditional approach to readability. Next, it explains the concept of lexical density, and presents the results of a pilot study into reader preferences for different levels of density in text. It then offers an alternative approach to readability that uses sentence and ‘packet’ lengths. Finally, it indicates how the two approaches have been combined into a computer software program, and suggests the direction of future work. Our conclusions are threefold. Firstly, the lexical density of text is a better indicator of its readability than the scores given by many of the more common readability formulae. Secondly, the effective breaking up of sentences into ‘packets’ is as important to readability as sentence length. Finally, in looking at the mechanical variables of texts, we should not only be concerned with averages, but with distributions and most frequently occurring values.  相似文献   

An Historical Phenomenology of Mean and Median     

Arthur Bakker  Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2006,62(2):149-168

Using Freudenthal’s method of historical phenomenology, the history of statistics was investigated as a source of inspiration for instructional design. Based on systematically selected historical examples, hypotheses were formulated about how students could be supported in learning to reason with particular statistical concepts and graphs. Such a historical study helped to distinguish different aspects and levels of understanding of concepts and helped us as instructional designers to look through the eyes of students. In this paper, we focus on an historical phenomenology of mean and median, and give examples of how hypotheses stemming from the historical phenomenology led to the design of instructional activities used for teaching experiments in grades 7 and 8 (12–14-years old).  相似文献   

Erratum to: Proportional reasoning in the laboratory: an intervention study in vocational education     

Arthur Bakker  Djonie Groenveld  Monica Wijers  Sanne F. Akkerman  Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2016,93(3):399-399

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A description model of the genesis of guidance and its application     

Hans J. C. Bakker 《International journal for the advancement of counseling》1986,9(1):73-85

Based on a review of literature, developments in guidance and counseling (further: guidance) in Dutch general secondary education are described with a three phase model, originating from an analysis of the developmental histories of guidance in the United States, Great-Britain, and West-Germany. This article begins with the clarification of the developmental model. Before this is applied to the Dutch situation, some basic information about secondary (general)eduction in the Netherlands is supplied. Besides offering an overview of developments, an attempt is made to assess some of the more recent characteristics and developments of guidance in Holland.  相似文献