The Paradox of Case Study     

Helen Simons 《Cambridge Journal of Education》1996,26(2):225-240

One of the advantages cited for case study research is its uniqueness, its capacity for understanding complexity in particular contexts. A corresponding disadvantage often cited is the difficulty of generalising from the single case. Such an observation assumes a polarity and stems from a particular view of research. Looked at differently, from within a holistic perspective and direct perception, there is no disjunction. What we have is a paradox, which if acknowledged and explored in depth, yields both unique and universal understanding. This paper revisits this problem in case study research. It argues that, with the pressure for quantification and the growth of multi‐site case study design in policy research, the original vision and utility of case study for understanding complex educational phenomena has been clouded and thereby an opportunity diminished for new ways of knowing  相似文献   

Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献   

Student teachers’ team teaching: how do learners in the classroom experience team-taught lessons by student teachers?     

Marlies Baeten  Mathea Simons 《师资教育杂志》2016,42(1):93-105

This study focuses on student teachers’ team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching process, their perspective is often ignored. Therefore, the central research question is: How do learners experience sequential and parallel teaching? A questionnaire was administered to the 229 learners participating in the experiment. Exploratory factor analysis and multilevel analysis revealed that both models were evaluated positively. However, parallel teaching scored significantly higher on advantages whereas sequential teaching scored higher on disadvantages. Quantitative content analysis revealed additional information. Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners’ perspective, parallel teaching should be preferred above sequential teaching.  相似文献   

Zero‐Slack,Noncritical Paths          下载免费PDF全文

Jacob V. Simons Jr. 《Decision Sciences Journal of Innovative Education》2017,15(3):254-267

The critical path method/program evaluation and review technique method of project scheduling is based on the importance of managing a project's critical path(s). Although a critical path is the longest path through a network, its location in large projects is facilitated by the computation of activity slack. However, logical fallacies in oft‐repeated statements of the relationship between slack and the critical path make it easy to overlook the phenomenon of zero‐slack, noncritical paths. This article points out the fallacies and then describes and illustrates the phenomenon. We conclude with teaching recommendations to avoid suboptimal decisions in reducing project duration.  相似文献   

Complexity,theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community   总被引：1，自引：3，他引：1  

De Laat  Maarten  Lally  Vic 《Instructional Science》2003,31(1-2):7-39

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Advocacy for gender minority students: recommendations for school counsellors     

Jack D. Simons  Matthew J. Beck  Nancy R. Asplund  Christian D. Chan  Rebekah Byrd 《Sex education》2018,18(4):464-478

Abstract

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.  相似文献   

How to use preconceptions? The contact strategy dismantled     

Harm J. A. Biemans  P. Robert -Jan Simons 《European Journal of Psychology of Education - EJPE》1995,10(3):243-259

The effects of the contact strategy (a computer-assisted instructional strategy aimed at conceptual change in text processing) were investigated by dismantling the strategy. An experiment with 86 Ss (5th/6th-graders) was conducted in which the number of instructional steps was cumulatively varied from 0 steps (no activation) over 1 step (search for old idea) and 3 steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea) to all 5 contact steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea; 4. apply new idea; 5. evaluate new idea). A design with 2 between-subjects factors (instructional strategy and students familiarity with the central concepts from the 7 instructional texts used) and 2 within-subjects factors (type of learning performance test item and time of testing) was used. Dependent variables concerned quality of final conceptions and learning performance. Results indicated that the complete contact strategy was the most effective variant. It seemed to be the case, however, that students mainly focused their attention on the central concepts from the texts. In our view, instructional strategies to foster conceptual change should both support knowledge restructuring processes and offer a solution for this problem of selective attention.  相似文献   

Towards the Idea of a World University     

Maarten Simons  Jan Masschelein 《Interchange》2009,40(1):1-23

Could anyone reasonably oppose the idea that quality and excellence are essential to the university? However unlikely it seems, that is exactly what we would like to do in this article: we would like to reject the demand for quality and excellence in the university. We would like to arrive at a point at where the need for quality is no longer necessary. In this article, such a refusal will direct us to a proposal for using the spaces offered by the university and its teaching and research in a different way; in a way that transforms the university into a world university. This paper will argue that a world university is concentrated around attentive pools of worldly study. It is a university that has to invent new languages in order to answer the question “How can we live together?” In order to answer this question, and to be “present in the present,” we will clarify our argument that both acceptance and attention are needed in the world university. This position implies a kind of curiosity that is not driven by the “will to know” but by a caring attitude to what is happening now.  相似文献   

30 min of treadmill walking at self-selected speed does not increase gait variability in independent elderly     

Emmanuel S. Da Rocha  Marcos R. Kunzler  Maarten F. Bobbert  Jacques Duysens 《Journal of sports sciences》2018,36(11):1305-1311

Walking is one of the preferred exercises among elderly, but could a prolonged walking increase gait variability, a risk factor for a fall in the elderly? Here we determine whether 30 min of treadmill walking increases coefficient of variation of gait in elderly. Because gait responses to exercise depend on fitness level, we included 15 sedentary and 15 active elderly. Sedentary participants preferred a lower gait speed and made smaller steps than the actives. Step length coefficient of variation decreased ~16.9% by the end of the exercise in both the groups. Stride length coefficient of variation decreased ~9% after 10 minutes of walking, and sedentary elderly showed a slightly larger step width coefficient of variation (~2%) at 10 min than active elderly. Active elderly showed higher walk ratio (step length/cadence) than sedentary in all times of walking, but the times did not differ in both the groups. In conclusion, treadmill gait kinematics differ between sedentary and active elderly, but changes over time are similar in sedentary and active elderly. As a practical implication, 30 min of walking might be a good strategy of exercise for elderly, independently of the fitness level, because it did not increase variability in step and stride kinematics, which is considered a risk of fall in this population.  相似文献   

The electrocardiographic manifestations of athlete’s heart and their association with exercise exposure     

Bram Bessem  Matthijs C. De Bruijn  Wybe Nieuwland  Johannes Zwerver  Maarten Van Den Berg 《European Journal of Sport Science》2018,18(4):587-593

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