Les Effets de Coopération et de Feedback par les Compagnons de Classe sur la Performance Orthographique     

van Oudenhoven  Jean Pieter  Wiersema  Bert 《European Journal of Psychology of Education - EJPE》1988,3(1):153-156

European Journal of Psychology of Education -  相似文献   

Quantum lithography: A?non-computing application of quantum information     

Colin Williams  Pieter Kok  Hwang Lee  Jonathan P. Dowling 《Informatik - Forschung und Entwicklung》2006,70(3):73-82

Quantum information theory holds the promise of revolutionizing technologies other than computing and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography compared with other schemes, and the relative costs associated in migrating the lithography industry to each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography could be economically attractive.  相似文献   

Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities     

Vuijk PJ  Hartman E  Mombarg R  Scherder E  Visscher C 《Journal of learning disabilities》2011,44(3):276-282

A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made.  相似文献   

Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms     

Todd L. Richards  Virginia W. Berninger  Pat Stock  Leah Altemeier  Pamala Trivedi  Kenneth R. Maravilla 《Reading and writing》2011,24(5):493-516

During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.  相似文献   

Technology and the Conditions on Interpretations of Quantum Mechanics     

Vermaas  Pieter E. 《The British journal for the philosophy of science》2005,56(4):635-661

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The problem of the present: On simultaneity,synchronisation and transnational education projects     

Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):664-675

Abstract

The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how transnational projects articulate their educational meaning.  相似文献   

A Distinctive of Christian Higher Education: Educating for Vocation     

Bram de Muynck  Pieter Vos  Jan Hoogland  Jan Van der Stoep 《Christian Higher Education》2017,16(1-2):3-10

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ICT-support for grounding in the classroom     

Pieter J. Beers  Paul A. Kirschner  Henny P. A. Boshuizen  Wim H. Gijselaers 《Instructional Science》2007,35(6):535-556

More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated. This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground, and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex problem-solving, NTool may only affect surface aspects of communication.  相似文献   

Book reviews     

Maureen Woodhall  M. Baritsch  Lionel Elvin  Tessa Blackstone  A. J. Cropley  Manuel Zymelman  Joachim H. Knoll  R. Stock  Dieter Mohrhart  G. W. Maslany  Robert Koehl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(2):249-266

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Distance Education for Primary and Secondary Teacher Training in Turkey     

Ugur Demiray  Marina Stock Mcisaac  Gürbüz Yangin 《欧洲师范教育杂志》1994,17(3):231-239

This paper describes two teacher training programmes offered through Anadolu University's Open Education Faculty (OEF). The first programme, which began in 1985‐1986, is a pre‐bachelor certificate for 130,000 primary school teachers. The second programme, started in 1990, offers a university degree to 54,000 secondary school teachers. Pedagogy, course materials, delivery systems and evaluation are discussed for both programmes.  相似文献