What factors promote student resilience on a level 1 distance learning module?     

Joan Simons  Kythe Beaumont  Lesley Holland 《Open Learning》2018,33(1):4-17

Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation.  相似文献   

Challenges to Cognitive Bases for an Especial Motor Skill at the Regulation Baseball Pitching Distance     

Jeffery P. Simons  Jacob M. Wilson  Gabriel J. Wilson  Stephen Theall 《Research quarterly for exercise and sport》2013,84(3):469-479

We tested expert baseball pitchers for evidence of especial skills at the regulation pitching distance. Seven college pitchers threw indoors to a target placed at 60.5 feet (18.44 m) and four closer and four further distances away. Accuracy at the regulation distance was significantly better than predicted by regression on the nonregulation distances (p < .02), indicating an especial skill effect emerged despite the absence of normal contextual cues. Self-efficacy data failed to support confidence as a mediating factor in especial skill effect. We concluded that cognitive theories fail to fully account for the patterns of observed data, and therefore theoretical explanations of the especial skills must address noncognitive aspects of motor learning and control.  相似文献   

Vocational education and the binary higher education system in the Netherlands: higher education symbiosis or vocational education dichotomy?     

Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147

The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates.  相似文献   

Learning as Investment: Notes on governmentality and biopolitics   总被引：2，自引：0，他引：2  

Maarten  Simons 《Educational Philosophy and Theory》2006,38(4):523-540

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Sisters, brothers, and delinquency: evaluating social influence during early and middle adolescence     

Slomkowski C  Rende R  Conger KJ  Simons RL  Conger RD 《Child development》2001,72(1):271-283

Although a number of studies have shown that brothers are highly correlated for delinquent behavior, much less research has been conducted on sisters. We propose that sisters, like brothers, show notable similarity for delinquent behavior, and also promote each other's delinquency through direct interaction. We examined these issues in 164 brother and sister pairs studied over a 4-year period (from early to middle adolescence) in a study of intact families in the rural Midwest. Sibling similarity for self-reports of delinquent behavior were highly correlated for both brothers and sisters. Conditional effects of high levels of hostile-coercive sibling relationships and older sibling delinquency predicted younger sibling delinquency in both brother and sister pairs. For brothers, conditional effects were also detected for high levels of warmth-support, in contrast to sisters. The conditional effects of older sibling delinquency and relationship quality were shown to predict change in younger sibling delinquency through adolescence. The results add to a growing literature on sibling effects as well as theoretical models that emphasize the role of social interaction between siblings as a risk factor for the development of delinquent activity in adolescence.  相似文献   

Grist to the Mill of Anti-evolutionism: The Failed Strategy of Ruling the Supernatural Out of Science by Philosophical Fiat     

Maarten Boudry  Stefaan Blancke  Johan Braeckman 《Science & Education》2012,21(8):1151-1165

According to a widespread philosophical opinion, science is strictly limited to investigating natural causes and putting forth natural explanations. Lacking the tools to evaluate supernatural claims, science must remain studiously neutral on questions of metaphysics. This (self-imposed) stricture, which goes under the name of ??methodological naturalism??, allows science to be divorced from metaphysical naturalism or atheism, which many people tend to associate with it. However, ruling the supernatural out of science by fiat is not only philosophically untenable, it actually provides grist to the mill of anti-evolutionism. The philosophical flaws in this conception of methodological naturalism have been gratefully exploited by advocates of intelligent design creationism to bolster their false accusations of naturalistic bias and dogmatism on the part of modern science. We argue that it promotes a misleading view of the scientific endeavor and is at odds with the foremost arguments for evolution by natural selection. Reconciling science and religion on the basis of such methodological strictures is therefore misguided.  相似文献   

Types and frequencies of feedback interventions in classroom interaction in secondary education     

Lia Voerman  Paulien C. Meijer  Fred A.J. Korthagen  Robert Jan Simons 《Teaching and Teacher Education》2012

Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a ratio of 3:1, positive:negative feedback. We analyzed contiguous 10 min blocks of classroom interactions from 78 teachers. Findings indicate that teachers seldom provide the types of feedback interventions identified as effective in enhancing learning in the course of typical classroom interactions. We examine potential explanations for this, discuss the consequences of this finding on teacher education and professional development, and offer several opportunities for future research.  相似文献   

Balancing exploration and exploitation in listwise and pairwise online learning to rank for information retrieval     

Katja Hofmann  Shimon Whiteson  Maarten de Rijke 《Information Retrieval》2013,16(1):63-90

As retrieval systems become more complex, learning to rank approaches are being developed to automatically tune their parameters. Using online learning to rank, retrieval systems can learn directly from implicit feedback inferred from user interactions. In such an online setting, algorithms must obtain feedback for effective learning while simultaneously utilizing what has already been learned to produce high quality results. We formulate this challenge as an exploration–exploitation dilemma and propose two methods for addressing it. By adding mechanisms for balancing exploration and exploitation during learning, each method extends a state-of-the-art learning to rank method, one based on listwise learning and the other on pairwise learning. Using a recently developed simulation framework that allows assessment of online performance, we empirically evaluate both methods. Our results show that balancing exploration and exploitation can substantially and significantly improve the online retrieval performance of both listwise and pairwise approaches. In addition, the results demonstrate that such a balance affects the two approaches in different ways, especially when user feedback is noisy, yielding new insights relevant to making online learning to rank effective in practice.  相似文献   

Foster Mother–Infant Bonding: Associations Between Foster Mothers' Oxytocin Production,Electrophysiological Brain Activity,Feelings of Commitment,and Caregiving Quality     

Johanna Bick  Mary Dozier  Kristin Bernard  Damion Grasso  Robert Simons 《Child development》2013,84(3):826-840

This study examined the biological processes associated with foster mother–infant bonding. In an examination of foster mother–infant dyads (N = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation.  相似文献   

An Examination of the Factor Structure of the Hartford Geriatric Social Work Competency Scale-II Assessment and Intervention Subscales     

Robin P. Bonifas  Kelsey Simons 《Educational gerontology》2013,39(9):700-712

The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings.  相似文献