Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups     

Dirk Hoek  Jan Terwel  Pieter van den Eeden 《Educational Research and Evaluation》2013,19(4):364-389

ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

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Networks as Policy Instruments for Innovation     

Pieter J. Beers  Florentien Geerling-Eiff 《The Journal of Agricultural Education and Extension》2013,19(4):363-379

Abstract

Purpose: The purpose of this article is to compare the effectiveness of facilitated networks to other policy instruments for agricultural innovation.

Design/ methodology/ approach: In an exploratory study of the Dutch agricultural policy context, we conducted semi-structured interviews with ten experts on networks and innovation. Policy alternatives to networks included research funding, innovation experiments, knowledge vouchers for entrepreneurs, practice networks, competitions for awards/ prizes, innovation subsidies for individual entrepreneurs, legal exceptions, legislation and fiscalisation.

Findings: In early phases of the innovation process, facilitated networks were seen as more effective and cost-efficient than the other instruments. This was especially the case for system transformation. However, other instruments can have comparable performance for innovation when they result in sufficient network formation, for instance when they require that target groups build coalitions and other forms of networks. Networks were also seen as effective for system optimisation, but not more cost-efficient than other effective instruments.

Practical implications: Past policy experiences with networks enable moving beyond the generic term of ‘(facilitated) network’ to develop more advanced instruments for specific types and phases of innovation. Furthermore, the results suggest that facilitated networks may be a cost-effective alternative to the national extension services of old.

Originality/value: Many studies have shown the importance of networks for agricultural innovation. Furthermore, networks offer governments new opportunities to stimulate agricultural innovation. However, less is known about the effectiveness of networks as a policy instrument.  相似文献   

Three dimensional musculoskeletal modelling of the abdominal crunch resistance training exercise     

Kim Nolte  Pieter E. Krüger  P. Schalk Els  Heinrich Nolte 《Journal of sports sciences》2013,31(3):264-275

Abstract

The aim of this study was to evaluate the benefits and limitations of using three dimensional (3D) musculoskeletal modelling (LifeModeler^TM) in assessing the safety and efficacy of exercising on an abdominal crunch resistance training machine. Three anthropometric cases were studied, representing a 5^th percentile female, and 50^th percentile and 95^th percentile male. Results indicated that the LifeModeler^TM default model was capable of solving the forward dynamics simulations without adjustments. The modelling was able to indicate high risk for back injury when performing the abdominal crunch exercise as a result of the unacceptable intervertebral joint loading that occurs during the exercise. Individuals with small anthropometric dimensions such as some females and children cannot be accommodated suitably on the abdominal crunch machine which negatively impacts exercise posture and technique. Hip flexor muscle contribution in the execution of the exercise for the 5^th percentile female was substantial thus reducing the efficacy of the exercise in isolating the abdominal muscles.  相似文献   

Ascribing Functions to Technical Artefacts: A Challenge to Etiological Accounts of Functions   总被引：5，自引：0，他引：5  

Vermaas  Pieter E.; Houkes  Wybo 《The British journal for the philosophy of science》2003,54(2):261-289

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AMOS: an evaluation model for institutions of higher education     

Willem Van Os  Pieter J. D. Drenth  George F. Bernaert 《Higher Education》1987,16(3):243-256

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Effects of cooperation on spelling achievement at three age levels (Grades 2, 4, and 6)     

Bert Wiersema  Jan Pieter van Oudenhoven 《European Journal of Psychology of Education - EJPE》1992,7(2):95-108

In a field experiment among second, fourth and sixth grade pupils from 27 primary schools, two instruction methods were compared. At 13 schools (control condition) pupils did spelling exercises as usual, i.e. individually. At 14 schools pupils worked in pairs; each pupil was asked to check a partners’ work and discuss mistakes. At grade 2 cooperation led to less off-task behaviour when pupils did spelling assignments of a more complex type. Nevertheless we found a negative effect on achievement. At grade 4 cooperation led to less off-task behaviour for complex assignments and an increase in pupil’s effort as rated by their teachers as well. These findings were accompanied by a weak effect on achievement. Cooperation did not affect effort nor achievement of pupils from grade 6. At none of three grade levels we found indications of better reasoning strategies as a consequence of pair learning. The differential effect of cooperation at the three age levels may be explained in terms of complexity of learning subject and of lesson type.  相似文献   

Towards a Disabled Past: Some preliminary thoughts about the history of disability, governmentality and experience     

Pieter  Verstraete 《Educational Philosophy and Theory》2007,39(1):56-63

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Stimulus- and feeder-directed behavior in a long-box: Effect of fixed versus variable time schedules of food presentation     

Annemieke van Hest  Frans van Haaren  Pieter Kop  Frank van der Schoot 《Learning & behavior》1986,14(2):168-172

Two groups of 6 pigeons were exposed to either a fixed-time (FT) or a variable-time (VT) schedule of response-independent food presentation. The interval between two successive food presentations (food-food [FF] interval) was either 20 or 40 sec. The duration of stimulus presentation (stimulus-food [SF] interval) was varied relative to the FF interval. All subjects were exposed to different information ratios (IRs; IR = SF/FF; IR = 1.00, 0.50, 0.15). To study the relative contribution of sign- and goal-tracking behavior to keypecking observed in standard autoshaping procedures, pigeons were autoshaped in a long-box. In the long-box, the stimulus key and the feeder are located 60 cm apart. Stimuli were always presented at one end of the box, and food was presented at the other end. Locomotor behavior and keypecks were recorded. Pigeons engaged in sign-tracking behavior when IR = 0.15, but only when presentation of the food was unpredictable on the basis of other variables (e.g., the passage of time since the last food presentation, as in FT schedules). In the case of FT schedules, subjects engaged in feeder-directed activities. No effects of varying the FF interval were found. Keypecking was observed only when the SF interval was short (IR = 0.15) and food was presented on a VT schedule.  相似文献   

What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?     

Hilte M  Reitsma P 《Annals of dyslexia》2008,58(2):97-114

Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.  相似文献   

The use of speech feedback by normal and disabled readers in computer-based reading practice     

Victor H. P. Van Daal  Pieter Reitsma 《Reading and writing》1993,5(3):243-259

Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring.  相似文献