‘The fruit caught between two stones’: the conflicted position of teachers within Aceh's independence struggle†     

Mieke T.A. Lopes Cardozo  Ritesh Shah 《Globalisation, Societies & Education》2016,14(3):331-344

ABSTRACT

This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurring in the province. During the conflict, teachers struggled to balance their strategic societal positioning – as civil servants and community members – and found themselves caught in the middle of a complex range of hegemonic and counter-hegemonic forces at play. This position of constraint, we argue, limited the ability of teachers to act as peace-builders during the conflict, and continues to influence teachers’ ability to function in such ways today.  相似文献   

A case study on written comments as a form of feedback in teacher education: so much to gain     

Jorik Gerardus Arts  Mieke Jaspers  Desiree Joosten-ten Brinke 《欧洲师范教育杂志》2016,39(2):159-173

In Higher Education, much of a lecturer’s time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied and/or the quality of the feedback lacks information for improving future performance. In this case study, written feedback has been analysed and the perception of students on the quality of written feedback in relation to their learning behaviour has been taken into account.  相似文献   

Experienced teachers’ expectations about the potential effectiveness of spelling exercises     

Mieke?BosEmail author  Pieter?Reitsma 《Annals of dyslexia》2003,53(1):104-127

In order to investigate what issues might be important for experimental training research, a group of experienced remedial teachers was asked to evaluate the potential effectiveness of various spelling exercises. After addressing some general questions about spelling exercises for Dutch poor spellers, they made rankings of several sets of exercises on the basis of the expected effectiveness. The teachers had to give their responses based on their own experiences and with a specific child with poor spelling in mind. The results show that the teachers emphasize the importance of providing rules in spelling exercises, but also agree that poor spellers often have serious difficulties in applying these rules in spelling. Furthermore, the rankings show that exercises with a combination of rule-based strategies and showing the whole orthographic pattern of the word are considered to be most effective. Learning to memorize the word without showing the spelling of the word was considered to be the least effective. Surprisingly, individual characteristics of the children did not seem to have any influence on the ranking of the exercises. It is concluded that exploiting the experience and knowledge of teachers may be good, but is only the first step for further research on the effectiveness of exercises for poor spellers.  相似文献   

Limitations on reliability: regularity rules in the English plural and past tense     

Jaswal VK  McKercher DA  Vanderborght M 《Child development》2008,79(3):750-760

Two studies investigated 3- to 5-year-olds' trust in a reliable informant when judging novel labels and novel plural and past tense forms. In Study 1, children ( N = 24) endorsed the names of new objects given by an informant who had earlier labeled familiar objects correctly over the names given by an informant who had labeled the same objects incorrectly. In Study 2, children ( N = 24) endorsed novel names given by an informant who had earlier expressed the plural of familiar nouns correctly over one who had expressed the plural incorrectly. But children overwhelmingly endorsed the regular plural and past tense forms of new words provided by the formerly unreliable labeler (Study 1) or morphologist (Study 2) rather than irregular forms of those words provided by the formerly reliable informant.  相似文献   

Visualising COVID-19: Implications for Design Education     

Fiona Chatteur  Mieke Leppens 《The International Journal of Art & Design Education》2023,42(3):402-419

This paper reports on the findings of a visual text analysis of selected infographics and data visualisations used in  news websites during the COVID-19 pandemic in Sydney, Australia. Infographics and data visualisations used in news website articles disseminated and communicated local and national information to the public about the COVID-19 pandemic and related social implications. For the first time live data, animation and interaction were used in reporting health and societal information to a general news readership, contributing to the knowledge base and visual literacy of the public. The information presented was not only clear but also aesthetically appealing. This paper examines the styles of news digital infographics and data visualisation of three longitudinal studies using lessons learned from Grainger et al. (2016), Dick (2020) and Tufte (2001) and contextualises the context, narrative, aesthetics, communication, data, functionality and examines the collaboration between communication designers, journalists and the development team. The implications for communication design education are explored in the context of skills, tools and teamwork needed for future communication design students.  相似文献   

A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding     

Mieke T.A. Lopes Cardozo  Ritesh Shah 《比较教育学》2016,52(4):516-537

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.  相似文献   

Why boys achieve less at school than girls: the difference between boys' and girls' academic culture   总被引：1，自引：0，他引：1  

Mieke Van Houtte 《Educational studies》2004,30(2):159-173

Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture.  相似文献   

Leadership for team learning: the case of university teacher teams     

Mieke G.M. Koeslag-Kreunen  Marcel R. Van der Klink  Piet Van den Bossche  Wim H. Gijselaers 《Higher Education》2018,75(2):191-207

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.  相似文献   

Institutional leadership: how do we conceive learning and change?     

Mieke Clement  Lynn McAlpine 《International Journal for Academic Development》2013,18(3):147-149

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Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content,learning activities,and interpersonal perspectives     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Astrid M.W. Bulte  Mieke Brekelmans 《International Journal of Science Education》2013,35(11):1871-1901

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more ‘context-based’ teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.  相似文献