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In this paper we present the results of a longitudinal studyin public opinion on unemployed people during the period 1975–87.The study relates to 1) opinions on the extent to which socialsecurity laws are abused, 2) the degree of condemnation of suchabuse, and 3) the image projected on the unemployed. In theyears up to 1980 public opinion was rather negative, but a strikingimprovement accompanied the marked increase in unemploymentrates during the early 1980s. As unemployment dropped duringthe second half of the 1980s public opinion regarding the unemployedseemed to deteriorate again. 相似文献
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T. Martijn Willemse Erica J. de Bruïne Peter Griswold Jeanne D’Haem Lijne Vloeberghs Sofie Van Eynde 《课程研究杂志》2017,49(6):782-801
The aim of this international study was to generate recommendations for curriculum improvement in family–school partnerships (FSP) by examining teacher candidates’ understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher–parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers’ ability to establish partnerships with parents. 相似文献
23.
Anna M.T. Bosman Martijn van Huygevoort Ludo Verhoeven 《International Journal of Educational Research》2006,45(6):341-361
This study was designed to compare the effectiveness of two different forms of feedback on spelling performance of Dutch Grade-2 students, that is, knowledge-of-results and informational feedback. In the knowledge-of-results feedback condition, the speller is told that the word is spelled incorrectly, whereas in the informational feedback condition, the speller is told what is spelled incorrectly. Three main questions were investigated. One, to what extent does the nature of feedback affect students with good and poor spelling skills differently? Two, does the nature of feedback affect various forms of spelling difficulties differently? Three, is training efficiency differentially affected by the nature of feedback?The results showed that both feedback conditions were equally effective in teaching students the spelling of words, irrespective of spelling level and spelling difficulty. Both feedback conditions led to a similar level of transfer to a set of new words, the effect being stronger in good than in poor spellers. Transfer was best on analogy spellings, followed by rule-based, and worst on idiosyncratic spellings. The poor spellers learned the spelling of words more efficiently in the informational-feedback condition than in the knowledge-of-results condition, whereas for the group of good spellers efficiency was equally large in both conditions. 相似文献
24.
Ian Thompson Martijn Willemse Trevor Mutton Katharine Burn Erica De Bruïne 《师资教育杂志》2018,44(3):258-277
AbstractCollaboration with parents is widely regarded as important in the education of children and young people, yet teachers rarely feel sufficiently prepared for this task. Several studies indicate that initial teacher education (ITE) programmes struggle to address issues of family–school partnerships (FSP). Our purpose in this study was to assess whether national ITE frameworks in seven European countries enable or constrain effective FSP preparation for preservice teachers. Our data, drawn from document analysis and national surveys, suggests that, despite the importance officially attributed to FSP at both governmental and ITE institutional levels, no single country presents a satisfactory picture in terms of FSP provision within their ITE programmes or in the extent to which preservice teachers are prepared to deal with the issue. Regardless of the existence (or not) of a national curriculum and variations, both in terms of legally-required competences and the amount of attention given to FSP in ITE programmes, it appears that simply making FSP compulsory is not the solution. Nor do national frameworks, in themselves, really appear to shape and direct the provision offered. Essentially FSP preparation still seems to depend upon the proclivities and expertise of individual teacher educators. 相似文献
25.
Martijn Burger Spyridon Stavropoulos Shyaam Ramkumar Joke Dufourmont Frank van Oort 《Research Policy》2019,48(1):248-261
This paper examines the opportunities and risks of employment, skills and education that are related to a circular economy (CE) in the United States. Combining occupational skills and education data with a newly introduced definition of CE employment, we compare circular- and non-circular-oriented occupations in terms of skills and abilities. Building on the seminal paper by Consoli et al. (2016) and looking at all occupations within a broad range of CE-related industries, we detect and address heterogeneity in job requirements within the CE. We distinguish core activities within CE employment – focusing on renewable energy, repair, re-use of materials and the sharing economy – from enabling activities, which are focused on management, design, and ICT-applicability of the CE. While core CE-activities generally require more manual and technological skills, enabling activities, in contrast, require more complex cognitive skills. Neither core nor enabling CE sectors, however, are entirely cohesive in terms of skill requirements. Part of the education and skills demand is identifiably driven by ‘circularity’, particularly with regard to technical skills for the core of the CE. This may require specific education and training programs for future development of the CE. 相似文献
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Tom Broos Isabel Hilliger Mar Pérez-Sanagustín Nyi-Nyi Htun Martijn Millecamp Paola Pesántez-Cabrera Lizandro Solano-Quinde Lorena Siguenza-Guzman Miguel Zuñiga-Prieto Katrien Verbert Tinne De Laet 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):938-954
Many Latin-American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this study we propose a coordination model to support future LA initiatives at scale. We explore the problem by comparing two cases in Belgium and Ecuador. Following up we use the LA implementation timeline as a driver for planning the interaction between the policymaking and implementation. We continue by testing an application of the model with LA experts predominantly from Latin-American institutions, asking them to map low-level items of the SHEILA policy framework to four implementation phases. The results of this mapping support that LA policy building can be spread over time, that it can coincide with LA implementation at scale, and that both efforts can be coordinated. It is hoped that this study will provide additional guidance for future Latin-American and other LA initiatives. 相似文献
28.
The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning. 相似文献
29.
T. Martijn Willemse Lijne Vloeberghs Erica J. de Bruïne Sofie Van Eynde 《Teaching Education》2016,27(2):212-228
Family–school partnerships (FSP) are considered important for student’s academic and social development. However, preparing preservice teachers for these partnerships is seen as a challenge. Most studies on preservice teachers’ preparation for FSP have been conducted in North American contexts, and little knowledge exists from a European perspective. Therefore, a study was conducted to examine all teacher training programmes in Belgium (Flanders) and the Netherlands. Programme managers were asked to complete the Epstein and Sanders’ survey on this topic. Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient. In some programmes, FSP is not included in the curriculum. A third of the managers argued that preparing teachers for FSP belongs in in-service training. This is remarkable given the fact that collaboration with parents is legally required for preservice teachers’ graduation. Furthermore, this study shows that even a decade after Epstein and Sanders’ study, preparing teachers for FSP is still a challenge. 相似文献
30.
Landa Ilse Westbroek Hanna Janssen Fred van Muijlwijk Jacqueline Meeter Martijn 《Science & Education》2020,29(5):1361-1388
Science & Education - The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical... 相似文献