Outline of a Teaching‐Learning Package on Information Technology for use in Teacher Education     

Henk Van Laatum  Jan Waijer 《欧洲师范教育杂志》1983,6(2):151-156

The article reports on a joint programme of study being developed by the North‐East London Polytechnic and the University of Groningen. The aim has been to produce a teaching/learning package to be used mainly by students following courses of professional training after completion of their subject studies. Two focuses for development have been identified: the Information area, dealing with some of the larger societal implications of IT, and the ‘IT in school’ area, concentrating more on the possible utilisation of the new technologies in the classroom and the school generally. Care is being taken to relate the materials produced to the real world and to allow for revision and updating.  相似文献   

Effects of staff and student tutors on student achievement     

Jos C. Moust  Henk G. Schmidt 《Higher Education》1994,28(4):471-482

In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgements and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results.  相似文献   

Preliminary Detection of Relations Among Dynamic Processes With Two-Occasion Data     

Corinne M. Henk  Laura Castro-Schilo 《Structural equation modeling》2016,23(2):180-193

Most novel analytic methods for longitudinal data are applicable to studies spanning three time-points of data at a minimum, whereas methods for two-occasion data have garnered comparatively little attention. Here, we address this limitation by introducing the two-wave latent change score (2W-LCS) model, a technique appropriate for preliminary detection of relations among dynamic processes with two-occasion data. The 2W-LCS model is well suited for the investigation of hypotheses in which changes in a construct are posited as predictors of changes in another construct. In an empirical illustration using data of elderly Hispanics from the Health and Retirement Study, we demonstrate how the 2W-LCS model provides the best match to theories rooted in changes, and highlight the advantages of this approach over other modeling alternatives (i.e., Little, Preacher, Selig, & Card, 2007; Selig & Preacher, 2009).  相似文献   

The Construction and Evaluation of Simulations to Assess Professional Interviewing Skills     

Gertrude N. Smit  Henk T. van der Molen 《Assessment in Education: Principles, Policy & Practice》1997,4(3):353-364

Courses preparing students for interviews commonly held in organisations often form part of the curriculum of senior secondary, higher, university, and in‐service education. In these courses, students are prepared for their future work practice. Assessment of student performance after attending such a course requires a different assessment method from the traditional written examination. In this article we describe the construction and evaluation of simulations. The results of an investigation into their quality show that they are reliable in terms of measures of internal consistency and inter‐rater reliability. However, it turned out that a student's score is highly dependent on the content of the interview. We found support for the simulations’ construct and content validity. Although the simulation is not an efficient instrument, its benefits are high: students are stimulated to do their best in practising for the interviews, and weaknesses in students’ performances will be detected so that remedial teaching can be offered.  相似文献   

Influence of problem familiarity on learning in a problem-based course     

Marleen?SoppeEmail author  Henk?G.?Schmidt  Rachèl?J.?M.?P.?Bruysten 《Instructional Science》2005,33(3):271-281

The results of an experimental study investigating the influence of problem familiarity on learning in a problem-based psychology course are presented. Participants worked with either a familiar or an unfamiliar version of the same problem. The following measurements were taken (1) a measure of problem quality as perceived by students, (2) number of explanations of the problem put forward by the students while discussing it, (3) quality of learning issues derived from the discussion, (4) amount of time spent on self-study, and (5) the amount of knowledge acquired as indicated by a test. The results demonstrate that participants in the familiar problem condition perceived the problem to be of higher quality than the participants in the unfamiliar problem condition. No significant differences in learning were found. The findings do suggest, however, that problems may be improved by making them more relevant to the everyday experience of students.  相似文献   

The Use of Loglinear Models for Assessing Differential Item Functioning Across Manifest and Latent Examinee Groups     

Henk Kelderman  George B. Macready 《Journal of Educational Measurement》1990,27(4):307-327

Loglinear latent class models are used to detect differential item functioning (DIF). These models are formulated in such a manner that the attribute to be assessed may be continuous, as in a Rasch model, or categorical, as in Latent Class Mastery models. Further, an item may exhibit DIF with respect to a manifest grouping variable, a latent grouping variable, or both. Likelihood-ratio tests for assessing the presence of various types of DIF are described, and these methods are illustrated through the analysis of a "real world" data set.  相似文献   

The relationship between students’ small group activities,time spent on self-study,and achievement     

Rachelle J. A. Kamp  Diana H. J. M. Dolmans  Henk J. M. van Berkel  Henk G. Schmidt 《Higher Education》2012,64(3):385-397

The purpose of this study was to investigate the relationship between the contributions students make to the problem-based tutorial group process as observed by their peers, self-study time and achievement. To that end, the Maastricht Peer Activity Rating Scale was administered to students participating in Problem-Based Learning tutorial groups. With this rating scale students had to rate the constructive, collaborative and motivational activities of their peers within the tutorial group. In addition, time spent on self-study was measured with a self-estimation method and achievement was measured with a unit test and a group assignment. A causal model of these variables was developed, in which the three types of activities were assumed to affect time spent on self-study, which would in turn affect unit test scores and group assignment scores. A structural equation modeling analysis indicated acceptable model fit. Especially apparent was the evidence for the causal relations between a student’s constructive activities and his/her unit test score and between a student’s collaborative activities and the group assignment score. On the other hand, time spent on self-study was not affected by the students’ contributions, nor did it have an effect on the unit test score. These results suggest that there are indeed causal relations between a student’s contributions to the tutorial group process and achievement.  相似文献   

Assessing knowledge growth in a psychology curriculum: which students improve most?     

Lydia Schaap  Henk G. Schmidt  Peter P.J.L. Verkoeijen 《Assessment & Evaluation in Higher Education》2012,37(7):875-887

The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data showed that level of initial learning was positively associated with prior knowledge and class attendance. Further, level of initial learning was positively related to knowledge growth at the end of the first year of the curriculum. Students with higher levels of initial learning had a more extended knowledge base at the end of the first year of their curriculum than students with lower levels of initial learning. Prior knowledge, class attendance and individual study time did not have a significant relation with knowledge growth.  相似文献   

Single-cell yolk-shell nanoencapsulation for long-term viability with size-dependent permeability and molecular recognition     

Li Wang  Yu Li  Xiao-Yu Yang  Bo-Bo Zhang  Nelle Ninane  Henk J Busscher  Zhi-Yi Hu  Cyrille Delneuville  Nan Jiang  Hao Xie  Gustaaf Van Tendeloo  Tawfique Hasan  Bao-Lian Su 《国家科学评论(英文版)》2021,8(4)

Like nanomaterials, bacteria have been unknowingly used for centuries. They hold significant economic potential for fuel and medicinal compound production. Their full exploitation, however, is impeded by low biological activity and stability in industrial reactors. Though cellular encapsulation addresses these limitations, cell survival is usually compromised due to shell-to-cell contacts and low permeability. Here, we report ordered packing of silica nanocolloids with organized, uniform and tunable nanoporosities for single cyanobacterium nanoencapsulation using protamine as an electrostatic template. A space between the capsule shell and the cell is created by controlled internalization of protamine, resulting in a highly ordered porous shell-void-cell structure formation. These unique yolk-shell nanostructures provide long-term cell viability with superior photosynthetic activities and resistance in harsh environments. In addition, engineering the colloidal packing allows tunable shell-pore diameter for size-dependent permeability and introduction of new functionalities for specific molecular recognition. Our strategy could significantly enhance the activity and stability of cyanobacteria for various nanobiotechnological applications.  相似文献   

Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact     

Rachel Fitzgerald  Henk Huijser  Deanna Meth  Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146

ABSTRACT

Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships.  相似文献