‘Keep the damned women out’: the struggle for coeducation,by Nancy Weiss Malkiel     

Pieter Dhondt 《History of education》2018,47(5):706-708

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Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology     

Pieter J. Beers  Henny P. A. Boshuizen  Paul A. Kirschner  Wim Gijselaers  Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.

Pieter J. BeersEmail:

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Silence or the sound of limpid water: disability,power, and the educationalisation of silence     

Pieter Verstraete 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):498-513

Abstract

In this article the history of silence is looked at from an educational perspective. By closely examining the way three nineteenth-century authors – who all based their educational theories on concrete experiences with persons with disabilities – have related themselves to silence, it will be argued that silence has been educationalised. Silence has been increasingly integrated in the teacher’s official tool box in order to make sure a new kind of discipline can be encountered in the classroom. The educationalisation of silence that can be found in the works of Jean-Marc Itard, Edouard Seguin and Maria Montessori seems to have been paralleled by a transformation in the way power was wielded over pupils in schools. Towards the end of the nineteenth century, silence seems to have lost its ability to symbolise critique and increasingly to have been used to steer the behaviour of children in a subtle way. In other words, by closely looking at the work of Itard, Séguin and Montessori one can see how silence became an integral part of a new educational landscape that tried to seduce children to do particular things and act in a particular way. In nineteenth-century schools the sound of docility would indeed gradually be replaced by the seduction of silence.  相似文献   

An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers     

Verena Thaler  Karin Landerl  Pieter Reitsma 《European Journal of Psychology of Education - EJPE》2008,23(1):3-23

In 4 studies we tested the efficacy of artificial, letter based pronunciations to support poor spellers in building up stable orthographic representations. In all 4 studies children’s spelling skills improved during training. However, the experimental group who was trained to articulate a spelling pronunciation before spelling the word did not show a larger benefit than a well matched control group receiving the same type of training, but without spelling pronunciations. Thus, in a series of well-controlled studies using different sets of training words and slightly different training methods spelling pronunciations turned out not to be of specific help to acquire word spellings. On the contrary, knowledge of spelling pronunciations seems to be a by-product of acquiring the correct spelling.  相似文献   

Technology and the Conditions on Interpretations of Quantum Mechanics     

Vermaas  Pieter E. 《The British journal for the philosophy of science》2005,56(4):635-661

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The problem of the present: On simultaneity,synchronisation and transnational education projects     

Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):664-675

Abstract

The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how transnational projects articulate their educational meaning.  相似文献   

A Distinctive of Christian Higher Education: Educating for Vocation     

Bram de Muynck  Pieter Vos  Jan Hoogland  Jan Van der Stoep 《Christian Higher Education》2017,16(1-2):3-10

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Disentangling the predictive validity of high school grades for academic success in university     

Jonne Vulperhorst  Christel Lutz  Renske de Kleijn  Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2018,43(3):399-414

To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

ICT-support for grounding in the classroom     

Pieter J. Beers  Paul A. Kirschner  Henny P. A. Boshuizen  Wim H. Gijselaers 《Instructional Science》2007,35(6):535-556

More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated. This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground, and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex problem-solving, NTool may only affect surface aspects of communication.  相似文献   

Time and educational (re-)forms—Inquiring the temporal dimension of education     

Mathias Decuypere  Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):602-612

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