Reconstruction of a Collaborative Mathematical Learning Process     

Monique Pijls  Rijkje Dekker  Bernadette Van Hout-Wolters 《Educational Studies in Mathematics》2007,65(3):309-329

The study focused on the interaction between two secondary school students while they were working on computerized mathematical investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work. Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained more mathematical level raising than the student who did not explain her work frequently or criticize herself.  相似文献   

Conceptualising Gender Differences in Educational Research: the case of the Netherlands     

Geert T. M. Ten Dam  Monique M. L. Volman 《British Journal of Sociology of Education》1991,12(3):309-321

This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult education. In the beginning most researchers in both types of research were aware of the problems related to the concept of ‘disadvantage’. Later on, policy‐orientated research on gender and education has increasingly approached education primarily as a means of preparing for a promising position on the labour market. The concept of disadvantage, which at first appeared to have been superceded, has been frequently applied in the analysis of gender in education. Action research, however, focused on the learning processes of women considering feminine qualities to be positive and valuable. We discuss the criticism from women's studies of the research carried out. Finally, the central concepts of the Dutch research are related to the classifications used in England.  相似文献   

The challenges of beginning teachers in urban primary schools     

Lisa Gaikhorst  Jos Beishuizen  Bart Roosenboom  Monique Volman 《欧洲师范教育杂志》2017,40(1):46-61

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers.  相似文献   

The relationship between psychological factors and inquiry-based working by primary school teachers     

Lisette Uiterwijk-Luijk  Meta Krüger  Bonne Zijlstra  Monique Volman 《Educational studies》2017,43(2):147-164

Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study investigates the relationship between psychological factors – attitude, experienced social pressure, self-efficacy and collective efficacy – and inquiry-based working by teachers. Questionnaire data were collected from a representative sample of 249 Dutch teachers. The results show a significant relationship between self-efficacy and all aspects of inquiry-based working. In addition, collective efficacy, attitude and experienced social pressure are all related to aspects of inquiry-based working. School leaders and teacher educators who aim to stimulate inquiry-based working should not only focus on increasing teachers’ inquiry skills, but also on psychological factors related to inquiry-based working.  相似文献   

Characterizing cross-professional collaboration in research and development projects in secondary education     

Wouter Schenke  Jan H. van Driel  Femke P. Geijsel  Henk W. Sligte  Monique L. L. Volman 《Teachers and Teaching》2016,22(5):553-569

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation.  相似文献   

Motivated learning: Studying student * situation transactional units     

Monique Boekaerts 《European Journal of Psychology of Education - EJPE》1999,14(1):41-55

Any theory of motivated learning should describe how students motivational beliefs interact with the cues present in diverse social, physical and instructional contexts. My Model of Adaptable Learning deals explicitly with these student * situation transactional units. The on-line motivation questionnaire which was constructed on the basis of this model records the unique ways in which students give meaning to every-day learning opportunities (appraisals). Seegers &; Boekaerts (1993) hypothesized that there are two main pathways that connect motivational beliefs about mathematics to learning intention, emotional state and task performance. These include an outcome-directed and a value-directed pathway. Based on these data, I hypothesized that the two pathways would also be evident in the data collected from older students under two conditions: seatwork in class and homework assignments. The results from two studies warrant the conclusion that the cognitions and feelings that surface when students are invited to observe the unique properties of concrete mathematics learning tasks do not change randomly. Some stable student * situation transactional units could be discerned. Furthermore, the data suggest that there may be age differences in the paths that lead from domain-specific motivational beliefs to learning intention and well-being.  相似文献   

A typology of the three-year-old twin sibling relationship drawn from two different environments: School and home     

Monique Robin 《European Journal of Psychology of Education - EJPE》1999,14(1):141-159

The main purpose of this study was to describe the relational structure of child twins on the basis of their mothers' representations of their behavior in two everyday settings, at school and in the home. This study looks in particular at dependence on the co-twin and the dominant/dominated relationship in these two life environments. Fifty-seven questionnaires were gathered from mothers of twins three months after the children had begun preschool. A multiple correspondence analysis and an automatic classification of the data pointed out several relational structures of the twin sibling relationship, in contrast to the often stereotyped single representation of twinship. A secondary aim was to associate the observed relational structures with (a) the type of twinship and the sex makeup of the twin pair (b) the mothers' child-raising behaviors, which may or may not tend to turn the twins outward (first short separation of the children before preschool). Contrary to predictions, no particular relational structures could be differentiated on the basis of the type of twinship (monozygotic vs. same-sex dizygotic twins). On the other hand, pairs composed of a boy and a girl exhibited a number of specific characteristics. Parents who were in favor of short separations did not have children who were more co-twin independent in the school environment. However these twins showed a dominant/dominated relationship in the home.  相似文献   

The False Paths, the Endless Labors, the Turns Now This Way and Now That: Participatory Action Research, Mutual Vulnerability, and the Politics of Inquiry     

Monique Guishard 《The Urban Review》2009,41(1):85-105

Participatory Action Research (PAR) and its many variants are rapidly gaining prominence as viable research tools and methodological alternatives to address histories of exploitation, surveillance, and social exclusion, deeply embedded in mainstream research. However, it is at this transgressive intersection of theory, action, expertise, power, and justice that a host of new challenges to the conduct of research in collaboration with and not just on, or for subordinated people, emerges. This article attempts to intimately describe the challenges of using PAR methods to revise Paulo Freire’s notion of critical consciousness in the context of a parent organizing group and a youth research project, while taking seriously the speed bumps, multiple subjectivities, implicit racism, sexism, classism, and politics of knowledge production that are too often obscured behind published academic writing.

Monique GuishardEmail:

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Scaffolding in Teacher–Student Interaction: A Decade of Research     

Janneke van de Pol  Monique Volman  Jos Beishuizen 《Educational Psychology Review》2010,22(3):271-296

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A new approach to understanding canine social cognition     

Monique A. R. Udell 《Learning & behavior》2018,46(4):329-330

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