Inspection of Home Education in European Countries     

Henk Blok  Sjoerd Karsten 《European Journal of Education》2011,46(1):138-152

In many European countries and in North America, home education is a viable alternative for education at school. Parents who want to home school their child are legally allowed to do so, although some countries impose rather strict conditions. This article concentrates on the way authorities supervise or inspect the quality of home education. A comparison is made of inspection regulations in 14 European countries. Substantial differences were found, regarding among other things the function of inspection, inspection methods and the outcomes. Most countries do not have data on the effectiveness of inspection. It is recommended that governments screen their procedures for the inspection of home education using criteria such as transparency, consistency, and efficiency.  相似文献   

Physics teaching and learning with multimedia applications: a review of teacher-oriented literature in 34 local language journals from 2006 to 2015     

Raimund Girwidz  Henk Pol  Víctor López  Marisa Michelini  Alberto Stefanel 《International Journal of Science Education》2019,41(9):1181-1206

Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in neighbouring countries is rare. Hence, in this article scientific members of the MPTL group (Multimedia in Physics Teaching and Learning) present a review on multimedia applications and the corresponding concepts that are discussed in non-English language journals. 491 articles in 34 teacher-oriented journals from 10 countries are reviewed, using a list of 81 categories, to characterise addressed topics, teaching strategies, technology and multimedia features. Log-linear multiway frequency and cluster analysis were used to get more insights about preferred combinations of content and teaching strategies, differences between countries, changes between periods and patterns of articles. There is a divergence in the main topics focused on between countries and some changes within the periods 2006–2010 and 2011–2015. Such a large diversity of ideas and concepts covered throughout the EU highlights the potential benefits of more international exchange. However, findings also point to additional requirements, concerning theoretical background, ideas for implementations of modern features like augmented reality, and the use of internet-based sources and modern devices. Thus this article is also calling for more exchange and discussions concerning topics to be addressed in teacher-oriented journals.  相似文献   

An empirical investigation of the tribes and their territories: Are research specialisms rural and urban?     

Giovanni Colavizza  Thomas Franssen  Thed van Leeuwen 《Journal of Informetrics》2019,13(1):105-117

We propose an operationalization of the rural and urban analogy introduced in Becher and Trowler (2001). According to them, a specialism is rural if it is organized into many, smaller topics of research, with higher author mobility among them, lower rate of collaboration and productivity, lower competition for resources and citation recognitions compared to an urban specialism. It is assumed that most humanities specialisms are rural while science specialisms are in general urban: we set to test this hypothesis empirically. We first propose an operationalization of the theory in most of its quantifiable aspects. We then consider specialisms from history, literature, computer science, biology, astronomy. Our results show that specialisms in the humanities present a sensibly lower citation and textual connectivity, in agreement with their organization into more, smaller topics per specialism, as suggested by the analogy. We argue that the intellectual organization of rural specialisms might indeed be qualitative different from urban ones, discouraging the straightforward application of citation-based indicators commonly applied to urban specialisms without a dedicated re-design in acknowledgement of these differences.  相似文献   

Measures of international collaboration in scientific literature: Part I     

Abraham Bookstein  Henk Moed  Moshe Yitzahki 《Information processing & management》2006,42(6):1408

Research evaluating models of scientific productivity require coherent metrics that quantify various key relations among papers as revealed by patterns of citation. This paper focuses on the various conceptual problems inherent in measuring the degree to which papers tend to cite other papers written by authors of the same nationality. We suggest that measures can be given a degree of assurance of coherence by being based on mathematical models describing the citation process. A number of such models are developed.  相似文献   

Science and Values in Undergraduate Education     

Koster  Edwin  de Regt  Henk W. 《Science & Education》2020,29(1):123-143

Science & Education - While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that...  相似文献   

Motivation to commit oneself as a determinant of achievement in problem-based learning     

Henk J.M. Van Berkel  Henk G. Schmidt 《Higher Education》2000,40(2):231-242

Problem-based learning is a constructivist approach toprofessional education stressing the use of real lifeproblems in education. Several previous attempts tounderstand the intricacies of learning in theproblem-based context have led to a causal model,elements of which were tested in the present study.The focus of the investigation was on the students' motivation to committhemselves to studying in a problem-based healthsciences curriculum, expressed in term of levels ofattendance at tutorial meetings. Data were collectedregarding functioning of the tutorial group, tutorfunctioning, level of prior knowledge, quality of theinstructional problems, time spent on individualstudy, academic achievement and increased interest.These data were analyzed using a structural equationsmodeling approach. As hypothesized, commitment appears to bea potent determinant of achievement. In fact, itrepresents one of the strongest determinants oflearning in the model tested.  相似文献   

How to assess for improvement of learning     

Henk Vos 《European Journal of Engineering Education》2000,25(3):227-233

This review summarizes and builds on a seminar about assessment of student learning in higher education. Assessment can be looked upon as simply something that has to be done at the end of a course. During the course of discussions at the seminar the participants became more aware of how assessment can have an impact on learning. This means that assessment can be used as a means to improve learning. This realization is not a new one, but it is highlighted here in a more coherent and concise way than usual. Many alternative methods of assessment are possible. Some instructional design rules will be presented here for designing assessment sessions in such a way that learning can be improved. When designing an assessment method, one can be guided by the following considerations. The content of assessment should be chosen in accordance with the learning outcomes one hopes to achieve. The organization of assessment can be designed in such a way that the desired learning process is promoted. The outcome of assessment can provide feedback to many of the stakeholders: to the students on their learning process; to the faculty on its outcomes; and to the teacher by pointing out the following steps to be taken in improving assessment, learning and teaching.  相似文献   

Change,agency, and boundary spanning in dynamic contexts     

Henk Huijser  Kwong Nui Sim 《International Journal for Academic Development》2020,25(2):91-93

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Designing research to inform sustainability and scalability of digital technology innovations     

Howard  Sarah K.  Schrum  Lynne  Voogt  Joke  Sligte  Henk 《Educational technology research and development : ETR & D》2021,69(4):2309-2329

Educational technology research and development - Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to...  相似文献   

Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration     

Henk G. Schmidt  Janke Cohen-Schotanus  Henk T. van der Molen  Ted A. W. Splinter  Jan Bulte  Rob Holdrinet  Herman J. M. van Rossum 《Higher Education》2010,60(3):287-300

In this article, an alternative for Tinto’s integration theory of student persistence is proposed and tested. In the proposed theory, time available for individual study is considered a major determinant of both study duration and graduation rate of students in a particular curriculum. In this view, other activities in the curriculum, in particular lectures, constrain self-study time and therefore must have a negative impact on persistence. To test this theory, we collected study duration and graduation rate information of all—almost 14,000 students—enrolling in eight Dutch medical schools between 1989 and 1998. In addition, information was gathered regarding the timetables of each of these curricula in the particular period: lectures hours, hours spent in small-group tutorials, practicals, and time available for self-study. Structural equation modeling was used to study relations among these variables. In line with our predictions, time available for self-study was the only determinant of graduation rate and study duration. Lectures were negatively related to self-study time, negatively related to graduation rate, and positively related to study duration. The results suggest that extensive lecturing may be detrimental in higher education. However, in the curricula employing limited lecturing considerable energy was spent in supporting self-study activities of students and preventing postponement of learning. Given our findings, both activities will likely have large pay offs, in particular in curricula with low graduation rates.  相似文献