The development of learning patterns of student teachers: a cross-sectional and longitudinal study     

Vincent Donche  Peter Van Petegem 《Higher Education》2009,57(4):463-475

Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1 were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236 student teachers participated in study 2. Vermunt’s’ Inventory of Learning Styles was used to assess differences in learning patterns. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already mastered in the first-year of a teacher education programme.  相似文献   

Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education     

Gjalt T. Prins  Astrid M. W. Bulte  Jan H. Van Driel  Albert Pilot 《Research in Science Education》2009,39(5):681-700

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.  相似文献   

Introduction to the special issue: an international partnership in vocational psychology and career guidance practice     

Raoul Van Esbroeck  Donna Palladino Schultheiss  Jerry Trusty  Paul Gore 《International Journal for Educational and Vocational Guidance》2009,9(2):69-74

This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at the IAEVG-SVP-NCDA Symposium, entitled “Vocational Psychology and Career Guidance Practice: An International Partnership”. The articles in this special issue deal with topics that highlight the interconnection between vocational psychology and career guidance. The authors, because of their different geographical and cultural backgrounds, address these points from their own perspectives. The outcome of the general discussion that centred on these topics at the International Symposium is jointly published in a special issue of the Career Development Quarterly, Vol. 57, No. 4.  相似文献   

Validity and reliability of portfolio assessment in pre‐service teacher education   总被引：1，自引：1，他引：0  

Wil Meeus  Peter Van Petegem  Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

Preliminary analysis of the （process and product） quality of physical education in Flemish secondary schools： Implementation of IKLO     

K. Huts  J. Van Hoecke  P De Knop  M. Theeboom 《美中教育评论》2009,6(7):45-60

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Evaluation of an Innovative Interest-Based Post-School Transition Programme for Young People with Autism Spectrum Disorder     

Jill K. Ashburner  Natasha I. Bobir  Kate van Dooren 《International Journal of Disability, Development & Education》2018,65(3):262-285

After leaving school, young people with autism spectrum disorder often struggle with social, educational and employment participation. A post-school transition programme underpinned by individualised case management, where mentees are guided to complete self-selected projects by mentors with multimedia skills, was evaluated using a qualitative approach. The programme’s impact on mentees’ social participation, emotional well-being, project skills and awareness of and transition to post-school options was examined. Eleven mentees (17–21 years), 12 family members and 7 mentors participated in semi-structured interviews. Mentors completed fortnightly records. Findings included positive impacts on mentees’ motivation and enjoyment, social participation, emotional well-being and skill development; and an appreciation of the programme flexibility and the high-quality mentor–mentee relationships. Some mentees developed their awareness of future options, while others struggled to articulate their goals. Two of 11 mentees transitioned to further education. Overall, the programme appeared to fulfil a critical need for nurturing, post-school transition programmes.  相似文献   

The role of post-visit action resources in facilitating meaningful free-choice learning after a zoo visit     

Jill N. H. Bueddefeld  Christine M. Van Winkle 《Environmental Education Research》2018,24(1):97-110

Places like zoos, where free-choice learning is encouraged, are important for conveying climate change and sustainability issues to the public. Free-choice learning that targets environmentally focused sustainable behavior changes must be meaningful in order to encourage actual behavior change post-visit. However, visitors often fail to translate their learning into behavior change after a visit. This research explores the role of post-visit action resources (PVARs) in facilitating long-term learning for individual environmental sustainability after a visit to the Leatherdale International Polar Bear Conservation Centre in Winnipeg’s Assiniboine Park Zoo in Manitoba, Canada. An embedded mixed-methods research design used personal meaning maps and follow-up interviews to measure free-choice learning; data were analyzed both quantitatively and qualitatively. Findings revealed that the PVARs positively affected free-choice learning after an on-site visit to the zoo. Recommendations and implications are discussed in relation to practical applications and implications for future research in environmental education.  相似文献   

Anthropometric characteristics of elite female junior rowers     

Bourgois J  Claessens AL  Janssens M  Van Renterghem B  Loos R  Thomis M  Philippaerts R  Lefevre J  Vrijens J 《Journal of sports sciences》2001,19(3):195-202

During the 1997 Federation Internationale des Sociétés d'Aviron (FISA) World Junior Rowing Championships, the anthropometric characteristics of 245 female junior rowers aged 17.5 +/- 0.8 years (mean +/- s) were assessed. Twenty-seven body dimensions (body mass, 6 heights or lengths, 4 breadths, 10 girths and 6 skinfolds) were measured in total. The elite female junior rowers were taller (174.5 +/- 6.2 cm) and heavier (69.5 +/- 6.2 kg), with greater length, breadth and girth dimensions, but lower skinfold thicknesses than a representative sample of Flemish (Belgian) girls of the same chronological age. An anthropometric profile chart was constructed that was rowing-specific and norms were established. Compared with scullers, sweep rowers were heavier (+4.2 kg) and taller (+2.8 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth). Sweep rowers also had greater skinfold thicknesses (except for the thigh and calf skinfolds). Finalists were heavier (+3.6 kg) and taller (+3.9 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth) than non-finalists. No significant differences were found for skinfold thicknesses between finalists and non-finalists.  相似文献   

TO THE EDITOR     

James E. McClellan  Van Cleve Morris 《Educational theory》1966,16(2):192-192

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Competition,Concentration and Diversity in European Television Markets     

Richard?Van?Der?WurffEmail author 《Journal of Cultural Economics》2005,29(4):249-275

This study investigates how competition, concentration and public broadcasters influence diversity of programme supply in European television markets. It focuses on free, national generalist channels; studies programmes as provided throughout the day; and tests hypotheses with data on Finland, France, Germany, Greece, Italy, the Netherlands, Spain and the U.K. for the late 1980s and 1990s. It concludes that competition is moderate in most markets. Under these conditions, competition and concentration contribute to a diverse supply of programmes that mirrors audience demand, while public broadcasters increase diversity of supply above competitive market levels.  相似文献