CWTS crown indicator measures citation impact of a research group's publication oeuvre     

Henk F. Moed 《Journal of Informetrics》2010,4(3):436-438

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Esha Shah,Who is the Scientist-Subject? Affective History of the Gene     

van den Belt  Henk 《Minerva》2019,57(2):261-264

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Is Italian science declining?     

Cinzia Daraio  Henk F. Moed 《Research Policy》2011,40(10):1380-1392

The paper analyses the Italian contribution to the world scientific production, its relative citation impact, its international collaborations and scientific productivity compared with the most productive EU countries over the period 1980–2009. It shows that despite the fact that the level of funding has been dramatically low during the past decades, Italian science has been able to increase its performance up to 2007. Italian science is a “cathedral in the desert”. However, a recent reduction in the level of scientific production, the lagging behind in international scientific collaboration (highly correlated with the relative citation impact) and the great heterogeneity of researchers’ productivity (absence of correlation of number of researchers with quality and quantity of scientific production) may mark the start of a decline of Italian science. The paper concludes that the increased funding must go hand-in-hand with reform of autonomy and governance and calling for a sound system of internal quality control and performance enhancement.  相似文献   

Does the extent of problem familiarity influence students’ learning in problem-based learning?     

Nachamma Sockalingam  Henk G. Schmidt 《Instructional Science》2013,41(5):921-932

This study investigated the relationship between problem familiarity and students’ learning in a problem-based course. Problem familiarity in this study refers to the extent to which a problem fits with students’ prior knowledge and experiences. As part of regular course work, 172 students were given two problems on different occasions. These problems varied in the extent of problem familiarity. Students’ report of their learning activities and tutor’s assessment of the students’ learning were collected at the end of the problems. Results showed that both the students and tutors found the familiar problem to be better for learning. However, some elements of unfamiliarity may not be all that bad. For instance, unfamiliarity may result in more questioning, thinking and reasoning. However, this did not contribute to significant difference in terms of overall critical reasoning. Results also indicated a need to closely examine students’ critical reasoning (in terms of evaluating multiple perspectives) and students’ collaborative learning (in terms of brainstorming and discussion) when given familiar/unfamiliar problems.  相似文献   

Looking for a balance between internal and external evaluation of school quality: evaluation of the SVI model     

Henk Blok  Peter Sleegers  Sjoerd Karsten 《教育政策杂志》2013,28(4):379-395

This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self‐evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self‐evaluation and visitation. They found that both self‐evaluation and visitation have improved their insight into the quality of the school. However, a content analysis of the school self‐evaluation reports shows that the school self‐evaluations are often of low quality. For example, it appeared that most of the self‐evaluation reports do not provide answers to questions the schools have formulated at the beginning of the self‐evaluation. Moreover, the teams of critical friends and the inspectors concluded that the school self‐evaluations do have many shortcomings. Based on these results, we conclude that school self‐evaluation is a very difficult task for most schools. It is therefore crucial that schools receive external support and that they build up experience with school self‐evaluations over a period of years.  相似文献   

Empirical Validity for a Comprehensive Model on Educational Effectiveness   总被引：1，自引：0，他引：1  

Gerry J. Reezigt  Henk Guldemond  Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(2):193-216

Educational effectiveness research is often criticised because of the absence of a theoretical background. In our study we started out from an educational effectiveness model which was developed on the basis of educational theories and empirical evidence. We have tested the main assumptions of the model by reanalysing a large-scale longitudinal dataset which contains elementary school data of subsequent student cohorts, their teachers and their schools. We found some expected positive effects on achievement of individual classroom and school factors in the effectiveness model but these were not stable across school subjects and student cohorts. When factors were grouped into clusters the findings remained essentially the same. To interpret the clusters we made use of the concept of consistency, which refers to a balance between factors which may enhance effectiveness. Some teachers and schools are more consistent than others, but this does not affect the achievement of their students. Cross-level interaction effects were not found. The instability of effects makes it hard to suggest changes in the model at this moment.  相似文献   

Variation in Effectiveness Between Private and Public Schools: The Impact of School and Family Networks*     

Roelande H. Hofman  W.H. Adriaan Hofman  Henk Guldemond  AnneBert Dijkstra 《Educational Research and Evaluation》2013,19(4):366-394

Abstract

Building upon the assumption that cohesion between different levels of the school is essential to the schools’ effectiveness, the hypothesis is tested that a close kinship between school and parental community causes a positive effect on student outcomes in primary schools. Recent theories regarding the effects of ‘functional communities’ on academic achievement mainly focus on the characteristics of the parental community that surrounds a school. Recognizing, however, that schools differ regarding their responsiveness to the role of parents and other actors around the school, our expectation is that a definition of functional community which comprises interactions between characteristics of the parental network around the school and the governance structure of the school offers a better explanation of variation in student achievement. Based on a national sample of 90 schools for primary education in the Netherlands, our analysis shows that the differences in math achievement for public and private primary schools are mediated by characteristics at both the family and the institutional level. It also indicates that characteristics at the institutional level are conditional for the effects of parental networks around schools.

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Developing and Implementing a Moodle-Ares Integration for Physical and Electronic Reserves at a Small Liberal Arts College     

Mandy Henk 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):149-158

Reacting to the popularity of reserves and as part of an ongoing merger of circulation, interlibrary loan, and reserves into a fully integrated access services department, DePauw University purchased and implemented Atlas Systems’ Ares reserves software. As part of that implementation, a campus programmer designed interface integration between Moodle, the campus course management software, and Ares. Despite setbacks and complications along the way, the implementation was successful; both faculty and students have provided positive feedback, and staff members are able to process material faster and more accurately. We hope to deepen Ares's integration with both Moodle and with our integrated library system and public catalog as time goes on.  相似文献   

REFLECTION IN EDUCATION: A KANTIAN EPISTEMOLOGY   总被引：2，自引：0，他引：2  

Henk Procee 《Educational theory》2006,56(3):237-253

A bstract .  As even its defenders admit, reflection in education suffers from a lack of conceptual clarity. In this essay, Henk Procee provides a philosophical analysis of the central concepts in this domain. In the current literature, these concepts are usually taken from the pragmatic school of John Dewey and from critical social theory associated with Jürgen Habermas. In contrast, Procee argues that Kant's philosophy incorporates ideas better suited to understanding reflection in education — particularly through his distinction between understanding ("Verstand") and judgment ("Urteilskraft"), a distinction that supports an epistemology that accepts the special nature of reflection as judgment as opposed to formal learning (which, in Kant's analysis, is part of understanding). In addition, Procee discusses some consequences for the aims and methods of reflection in education.  相似文献   

Chemical air filtration in archives and libraries reconsidered     

Giovanna Di Pietro  Frank Ligterink  Henk Porck  Gerrit de Bruin 《文物保护研究》2016,61(5):245-254

The implementation of chemical filtration in air-conditioning systems in archive and library repositories has become standard practice for heritage institutions in many countries. This practice is codified in official standards with general reference to a substantial body of scientific publications on the effects of air pollutants on paper materials. In this paper we report the application of a well-established decision analysis approach elaborating an integral cost-benefit perspective to provide decision support to four European national heritage institutions confronted with dilemmas in connection to chemical air filtration. Available scientific evidence for air pollution induced damage of paper material is reviewed and weighed against financial and environmental costs of air pollution control. Exposure of paper to both indoor and outdoor generated air pollutants at typical concentration levels observed within storage areas is expected to cause minimal to no additional yellowing and embrittlement, while the costs of chemical air filtration are significant. From a cost-benefit perspective the use of chemical air filtration in typical library and archive repositories is therefore discouraged.  相似文献