Observaciones sobre la geometría de los indios navajo y la teoría genética piagetiana     

Rik Pinxten 《Infancia y Aprendizaje》2013,36(54):133-139

  相似文献   

Educational choice in secondary school in Flanders: the relative impact of occupational interests on option choice     

Maarten Pinxten  Bieke De Fraine  Wim Van Den Noortgate  Jan Van Damme  Dickson Anumendem 《Educational Research and Evaluation》2013,19(6):541-569

The present study aims at unravelling the myriad of student-level (i.e., gender, socioeconomic status [SES], academic self-concept, achievement, ability, and occupational interests) and school-level (i.e., gender composition, maths composition, and SES composition) determinants of option choice in the academic track of secondary school in Flanders. We focused on 2 decisional thresholds in Flemish secondary education, namely, the transition from Grade 8 to Grade 9 (N = 2518) and from Grade 10 to Grade 11 (N = 2871). Data were analyzed through multinomial multilevel analysis. Our results strongly confirm Lent's (2005) jigsaw puzzle metaphor in that different factors go into a complex and dynamic interplay. Especially in the first grades, prior achievement is a major predictor of option choice in secondary education, whereas in the last years occupational interests become increasingly important. From a gender perspective, boys rather choose math/sciences-oriented options than girls. Option choice is mainly determined by student-level rather than school-level predictors.  相似文献   

One hundred boys,one hundred challenges: The examination and conservation of two Viennese folding screens decorated with a Chinese silk embroidery     

Edith Oberhumer  Maarten R. van Bommel  Matthijs de Keijzer  Suzan de Groot  Rudolf Erlach  Regina Hofmann-de Keijzer 《文物保护研究》2014,59(5):S119-S123

  相似文献   

Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition          下载免费PDF全文

Barbara Belfi  Mieke Goos  Maarten Pinxten  Jean Pierre Verhaeghe  Sarah Gielen  Bieke De Fraine  Jan Van Damme 《British Educational Research Journal》2014,40(5):820-846

This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's socioeconomic and ethnic backgrounds have the largest impact on achievement and growth in reading comprehension and the smallest impact on reading fluency. Furthermore, school ethnic composition—but not socioeconomic composition—was related to pupils' achievement in all three language domains at the first measurement occasion, though none of the types of school composition was related to growth. The research findings therefore imply that to combat the deficits in language proficiency often found in ethnic minority pupils, priority should be given to investments in individual intervention programmes over policy plans to desegregate schools. Moreover, our study identifies the specific points in time during primary school at which intervention programmes are needed the most.  相似文献   

Parents are not born,they are made: a critical discourse analysis of an educational magazine in Flanders (Belgium)     

Charlotte Struyve  Maarten Simons  Anneleen Verckens 《教育政策杂志》2014,29(6):785-803

Central to this article is a case study of one particular governmental instrument in Flanders, the educational magazine ‘Klasse voor Ouders’ (Klasse for Parents). This popular magazine aims to provide information for and communication with parents as one of the target groups in the educational field. Despite the claimed formal and neutral character, in this study, we assume that ‘Klasse voor Ouders’ plays a larger role by contributing to the (re-)organisation of the public debate. We suggest that through the ‘order of discourse’ and thus, through what is said and written, an educational reality is created in which parents and the government are ‘positioned’ and are asked to reflect on themselves and to act in a well-defined way. By means of a critical discourse analysis in line with Fairclough, we illustrate how parents are understood as having a continuous ‘drive’ for improving the quality of their own parenting practice while the government is positioned as in charge of and in control for creating a kind of ‘parental learning community’.  相似文献   

Focused retrieval and result aggregation with political data   总被引：1，自引：0，他引：1  

Rianne Kaptein  Maarten Marx 《Information Retrieval》2010,13(5):412-433

  相似文献   

Comparison between bridging students and traditional first-year students in engineering technology     

L. Van den Broeck  T. De Laet  M. Lacante  M. Pinxten  C. Van Soom  G. Langie 《European Journal of Engineering Education》2018,43(5):741-756

To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.  相似文献   

Signal detection theory as a tool for successful student selection     

Linda van Ooijen-van der Linden  Maarten J. van der Smagt  Liesbeth Woertman  Susan F. te Pas 《Assessment & Evaluation in Higher Education》2017,42(8):1193-1207

Prediction accuracy of academic achievement for admission purposes requires adequate sensitivity and specificity of admission tools, yet the available information on the validity and predictive power of admission tools is largely based on studies using correlational and regression statistics. The goal of this study was to explore signal detection theory as a tool to extend the available information; signal detection theory allows for comparisons of selection outcomes on both group and individual levels and the development of tailor-made criteria for specific programmes and admission goals. We investigated who would or would not have been admitted applying specific criteria for each of three common admission tools, how many admitted students would fail and how many applicants who would have been successful would be rejected. Both comparisons at an individual level and the receiver operating characteristic curves at a group level revealed that scores obtained in a programme-specific matching programme and non-cognitive factors appear more valuable than regression statistics suggest when it comes to admitting applicants who will become successful students. Signal detection theory allows not only for admission-goal-specific and programme-specific fine-tuning of the content of admission tools, it also informs about the effects of criteria and thus allows the setting of criteria.  相似文献   

Why Machine-Information Metaphors are Bad for Science and Science Education     

Massimo Pigliucci  Maarten Boudry 《Science & Education》2011,20(5-6):453-471

Genes are often described by biologists using metaphors derived from computational science: they are thought of as carriers of information, as being the equivalent of ??blueprints?? for the construction of organisms. Likewise, cells are often characterized as ??factories?? and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Importantly, modern proponents of Intelligent Design, the latest version of creationism, have exploited biologists?? use of the language of information and blueprints to make their spurious case, based on pseudoscientific concepts such as ??irreducible complexity?? and on flawed analogies between living cells and mechanical factories. However, the living organism = machine analogy was criticized already by David Hume in his Dialogues Concerning Natural Religion. In line with Hume??s criticism, over the past several years a more nuanced and accurate understanding of what genes are and how they operate has emerged, ironically in part from the work of computational scientists who take biology, and in particular developmental biology, more seriously than some biologists seem to do. In this article we connect Hume??s original criticism of the living organism = machine analogy with the modern ID movement, and illustrate how the use of misleading and outdated metaphors in science can play into the hands of pseudoscientists. Thus, we argue that dropping the blueprint and similar metaphors will improve both the science of biology and its understanding by the general public.  相似文献   

Page,text and screen in the university: Revisiting the Illich hypothesis     

Lavinia Marin  Jan Masschelein  Maarten Simons 《Educational Philosophy and Theory》2018,50(1):49-60

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text.  相似文献