The assault on paper     

Peter Horsman  Eric Ketelaar  Theo Thomassen 《Archival Science》2001,1(2):129-129

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Themenheft: Datenintegration     

Theo H?rder 《Informatik - Forschung und Entwicklung》2002,24(1):99-100

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Improving Interpersonal Teacher Behaviour in the Classroom: a systems communication perspective     

Hans Créton  Joost Hermans  Theo Wubbels 《Asia-Pacific Journal of Teacher Education》1990,18(2):85-94

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Book review     

Theo Wubbels 《Educational Studies in Mathematics》1992,23(6):619-624

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Disadvantaged Fifteen‐year‐olds: initial findings from a longitudinal study     

Theo Cox 《Educational studies》1982,8(1):1-13

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Editorial zum Themenheft: ,,Datenbanksysteme”     

Theo H?rder 《Informatik - Forschung und Entwicklung》2005,11(2):119-120

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Rogues,Rumours and Giants: Some Examples of Deception and Fabulation in Contemporary Art     

Theo Reeves-Evison 《Parallax》2015,21(2):196-212

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The LAAS: A Computerized Scoring System for Small- and Large-Scale Developmental Assessments     

Theo L. Dawson  Mark Wilson 《Educational Assessment》2013,18(3-4):153-191

The evaluation of developmental interventions has been hampered by a lack of practical, reliable, and objective developmental assessment systems. This article describes the construction of a domain-general computerized developmental assessment system for texts: the Lexical Abstraction Assessment System (LAAS). The LAAS provides assessments of the order of hierarchical complexity of oral and written texts, employing scoring rules developed with predictive discriminant analysis. The LAAS is made possible by a feature of conceptual structure we call hierarchical order of abstraction, which produces systematic quantifiable changes in lexical composition with development. The LAAS produces scores that agree with human ratings of hierarchical complexity more than 80% of the time within one-third of a complexity order across 6 complexity orders (18 levels), spanning the portion of the lifespan from about 4 years of age through adulthood. This corresponds to a Kendall's tau of .93.  相似文献   

Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators     

Nataša Pantić  Theo Wubbels 《Teaching and Teacher Education》2010

Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula.  相似文献   

Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction   总被引：2，自引：1，他引：1  

Perry den Brok  Mieke Brekelmans  Theo Wubbels 《Learning Environments Research》2006,9(3):199-213

The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered: students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers) with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools. Results from multilevel and single-level analyses of the class and personal versions of the QTI indicated that multilevel analyses are to be preferred over single-level analyses and that different conceptual structures could apply depending on the object of study and the level of perception.

Theo WubbelsEmail:

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