Learning without frontiers: Building integrated responses to diverse learning needs     

Jan Visser  David Berg 《Educational technology research and development : ETR & D》1999,47(3):101-114

  相似文献   

Good Intentions Are Not Enough: A Story of Collaboration in Science, Education, and Technology     

Angelo Collins  Lynne Bercaw  Amy Palmeri  Jan Altman  Marcy Singer-Gabella  Todd Gary 《Journal of Science Teacher Education》1999,10(1):3-20

  相似文献   

Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience     

Christoph Kulgemeyer  Andreas Borowski  David Buschhüter  Patrick Enkrott  Maren Kempin  Peter Reinhold  Josef Riese  Horst Schecker  Jan Schröder  Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.  相似文献   

Embedding inquiry-based practices in schools: The strategic role of school leaders     

Femke Geijsel  Wouter Schenke  Jan van Driel  Monique Volman 《European Journal of Education》2020,55(2):233-247

The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.  相似文献   

Schooling for the long-term: elite education and temporal accumulation     

Jan Nespor 《Zeitschrift für Erziehungswissenschaft》2014,17(3):27-42

How do we make sense of educational strategies that stretch across decades and generations? Taking the case of elite bankers in the US, this article argues that part of the strength of their education is its ability to accumulate and protect learning over the long-term, through long-term education strategies and structures. Synthesizing key recent texts on banking, the article describes four of these strategies—institutional wormholes, biographically entrained field structures, quasi-school structures, and inter-generational folding. These are tentative identifications: the article is a conceptual foray, an effort to define a problematic of the long-term in elite schooling, with implications for education in general.  相似文献   

Just One More Episode: Predictors of Procrastination with Television and Implications for Sleep Quality     

Liese Exelmans  Adrian Meier  Leonard Reinecke  Jan Van Den Bulck 《Mass Communication and Society》2019,22(5):654-685

Sleep experts have raised concern over the effects of electronic media use on sleep. To date, few studies have looked beyond the effects of duration and frequency of media exposure or examined the underlying mechanisms of this association. As procrastinatory media use has been related to lower well-being, we used data from two survey studies (N₁ = 821, N₂ = 584) to investigate (a) predictors of procrastinatory TV viewing and (b) the link between procrastinatory TV viewing and sleep quality. Findings from both studies indicate that those with a stronger viewing habit, higher TV involvement, and an eveningness preference reported more procrastinatory TV viewing. Procrastinatory TV viewing was related to subjective sleep quality, sleep latency, sleep efficiency, and daytime dysfunction. This association was fully mediated by perceived stress. As sleep is key for the replenishment of self-control, procrastinators may be setting themselves up to fail at self-regulating, a situation exacerbated by the omnipresence of media in today’s society.  相似文献   

Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage     

de Groot  Esther  Baggen  Yvette  Moolenaar  Nienke  Stevens  Diede  van Tartwijk  Jan  Damoiseaux  Roger  Kluijtmans  Manon 《Minerva》2021,59(1):123-137

Minerva - Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between...  相似文献   

EDITORIAL     

Brian Dorn  Jan Vahrenhold 《Computer Science Education》2018,28(2):113-116

  相似文献   

Towards continuous professional development: Experiencing group reflection to analyse practice     

Nima Sharmahd  Jan Peeters  Mirlinda Bushati 《European Journal of Education》2018,53(1):58-65

Researchers and international organisations recognise that the quality of ECEC services is related to a professional and competent workforce. The latter should be part of a ‘competent system’ that is capable of linking staff's initial good education to the possibility of constantly reflecting on ideas and practices. Continuous professional development initiatives (CPD) are crucial in this discourse. This article explores possibilities for CPD paths, with a focus on group-reflection methods in which the team/group reflects on its own practice. More specifically, it presents the Wanda method which was developed by VBJK and Artevelde University College in Belgium (Fl.) through a European Social Fund (ESF) project and then adapted to the contexts of four European countries (Czech Republic, Hungary, Croatia, Slovenia) within the ISSA (International Step by Step Association) network. In 2016, VBJK was appointed by Unicef to offer a Training of the Trainers (TOT) on CPD in Albania with the possibility of re-adapting the Wanda method to the Albanian preschool context. The article ends by presenting this Albanian experience in greater detail.  相似文献   

Transnational fan reactions to transnational trends: Norwegian Liverpool supporters, ‘authenticity’ and ‘filthy-rich’ club owners     

Jan Andre Lee Ludvigsen 《Soccer & Society》2019,20(6):872-890

Despite claims that local and transnational supporters in the English Premier League (EPL) may be closer to each other in terms of commitment and ‘authenticity’, than often imagined, our knowledge about how transnational fans, as one of EPL’s global components, responds to other global developments in the league is limited, given what is known about traditional fans’ meeting with EPL’s ‘global powers’. This research investigates perspectives and attitudes of transnational fans; a set of Norwegian Liverpool supporters, and their experiences of the club’s ‘foreign’ ownership, as articulated on an interactive message board. Crucially, whereas the attitudes towards ownership are mixed, the findings suggest an adoption of ‘traditional’ fan cultures, and reinforce claims that local and transnational fan cultures perhaps are closer, and display more similarities, than imagined. Certain findings also strengthen the argument sustaining that ‘authentic’ fandom should not solely be seen in terms of geographical origins or presence inside stadiums.  相似文献