Teachers’ professional learning goals in relation to teaching experience*     

Monika L. Louws  Klaas van Veen  Jacobiene A. Meirink  Jan H. van Driel 《欧洲师范教育杂志》2017,40(4):487-504

In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.  相似文献   

Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education     

Marian van den Berg  Roel J. Bosker  Cor J.M. Suhre 《School Effectiveness & School Improvement》2018,29(3):339-361

Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in student performance between the 2 conditions after controlling for student and teacher characteristics. The degree of implementation of the CFA model, however, appeared to be positively related to the 5th-grade students’ performance.  相似文献   

Localising and tailoring research evidence helps public health decision making          下载免费PDF全文

Peter van der Graaf  Mandy Cheetham  Karen McCabe  Rosemary Rushmer 《Health information and libraries journal》2018,35(3):202-212

Background

Published research evidence is typically not readily applicable to practice but needs to be actively mobilised.

Objectives

This paper explores the mechanisms used by information professionals with a specific knowledge mobilisation role to make evidence useful for local decision making and planning of public health interventions.

Methods

Data are drawn from a NIHR project that studied how, when, where and by whom published research evidence is used in commissioning and planning across two sites (one in England and one in Scotland). Data included 11 in‐depth interviews with information professionals, observations at meetings and documentary analysis.

Results

Published research evidence is made fit for local commissioning and planning purposes by information professionals through two mechanisms. They localise evidence (relate evidence to local context and needs) and tailor it (present actionable messages).

Discussion

Knowledge mobilisation roles of information professionals are not recognised and researched. Information professionals contribute to the ‘inform’ and ‘relational’ functions of knowledge mobilisation; however, they are less involved in improving the institutional environment for sustainable knowledge sharing.

Conclusion

Information professionals are instrumental in shaping what evidence enters local decision making processes. Identifying and supporting knowledge mobilisation roles within health libraries should be the focus of future research and training.

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When Communication Meets Computation: Opportunities,Challenges, and Pitfalls in Computational Communication Science     

Wouter van Atteveldt  Tai-Quan Peng 《Communication methods and measures》2018,12(2-3):81-92

ABSTRACT

The recent increase in digitally available data, tools, and processing power is fostering the use of computational methods to the study of communication. This special issue discusses the validity of using big data in communication science and showcases a number of new methods and applications in the fields of text and network analysis. Computational methods have the potential to greatly enhance the scientific study of communication because they allow us to move towards collaborative large-N studies of actual behavior in its social context. This requires us to develop new skills and infrastructure and meet the challenges of open, valid, reliable, and ethical “big data” research. By bringing together a number of leading scholars in one issue, we contribute to the increasing development and adaptation of computational methods in communication science.  相似文献   

Detection of child abuse by Dutch preventive child-healthcare doctors and nurses: has it changed?     

Reijneveld SA  de Meer G  Wiefferink CH  Crone MR 《Child abuse & neglect》2008,32(9):831-837

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Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials     

Eddy W. Boot  Jon Nelson  Jeroen J.G. van Merriënboer  Andrew S. Gibbons 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):917-933

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The irrelevance of IQ to the definition of learning disabilities: some empirical evidence     

J Rispens  T A van Yperen  G A van Duijn 《Journal of learning disabilities》1991,24(7):434-438

The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range.  相似文献   

The case for scenario-based assessment of written argumentation     

Deane  Paul  Song  Yi  van Rijn  Peter  O’Reilly  Tenaha  Fowles  Mary  Bennett  Randy  Sabatini  John  Zhang  Mo 《Reading and writing》2019,32(6):1575-1606

Reading and Writing - This paper presents a theoretical and empirical case for the value of scenario-based assessment (SBA) in the measurement of students’ written argumentation skills....  相似文献   

Explicitness of criteria in peer assessment processes for first-year engineering students     

Natascha van Hattum-Janssen  Júlia Maria Lourenço 《European Journal of Engineering Education》2006,31(6):683-691

This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three assessment moments took place, in which students assessed the work of their peers. Assessment criteria were defined in a negotiation process between students and teacher. The students subsequently graded the work of their colleagues and had to provide a clear justification for each given grade. The aim of this method is to involve students in the subject, enhance their motivation and deepen their learning. Advantages and disadvantages of peer assessment are discussed. The results that have been obtained so far draw attention to the nature of assessment criteria and the corresponding explicitness.  相似文献   

Cross‐national differences in participating in tertiary science,technology, engineering and mathematics education     

Annemarie van Langen  Hetty Dekkers 《比较教育学》2005,41(3):329-350

In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics (STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education and a long‐lasting under‐representation of women. However, despite similarities concerning policy attitudes and identified problems, western countries differ considerably from each other concerning the percentages of students that choose STEM education and the proportion of female students included here. Based on an in‐depth study in Sweden, the UK, the US and the Netherlands, this article investigates the reasons for these cross‐national differences. At the heart of the explanations lie the accessibility of the STEM pipeline, the level of broad‐based interdisciplinary studies as opposed to compartmentalization and early specialization, labour market characteristics, social traditions and government policies.  相似文献