A History of Universalism: Conceptions of the Internationality of Science from the Enlightenment to the Cold War     

Geert J. Somsen 《Minerva》2008,46(3):361-379

That science is fundamentally universal has been proclaimed innumerable times. But the precise geographical meaning of this universality has changed historically. This article examines conceptions of scientific internationalism from the Enlightenment to the Cold War, and their varying relations to cosmopolitanism, nationalism, socialism, and ‘the West’. These views are confronted with recent tendencies to cast science as a uniquely European product.

Geert J. SomsenEmail:

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Geert Somsen   is assistant professor in history of science. After a PhD in the history of chemistry, his current work focuses on socialist conceptions of science in the twentieth century and on scientific internationalism. With Harmke Kamminga, he edited Pursuing the Unity of Science: Scientific Practice and Ideology between the Great War and the Cold War (Aldershot: Ashgate Publishing, forthcoming).  相似文献   

The Impact of Context on the Development of Aggressive Behavior in Special Elementary School Children     

Marieke Visser  Saskia E. Kunnen  Paul L. C. van Geert 《Mind, Brain, and Education》2010,4(1):34-43

The role of context in the development of child aggression was studied. The effects of peer aggregation and group composition on aggression development in intervention contexts and classroom contexts were compared using 71 elementary school children. We hypothesized that, due to peer group effects, group-trained children would benefit less from a social skills intervention program than individually trained children. We further hypothesized that children who transferred from special to regular education would show a change toward less aggression. This was hypothesized because of the relatively fewer accounts of negative peer-group effects in regular education. The results show that the social skills intervention program did not have differential effects for group-trained versus individually trained children. However, a change toward less aggression was found in children who transferred from special to regular education. We suggest that interventions toward decreasing child aggression might be more fruitful if the social context in which the children operate daily is considered.  相似文献   

Teachers' perception of the new teacher evaluation policy: A validity study of the Policy Characteristics Scale     

Melissa Tuytens  Geert Devos 《Teaching and Teacher Education》2009

Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, we describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. An exploratory factor analysis (n = 347) and a confirmative factor analysis (n = 263) revealed a three-factor structure of teachers' perception of the new educational policy: policy's practicality, need, and clarifying function. Our research results indicated that teachers confirm the policy's need. They perceive the reform as clear but they have questions about the policy's implementation. Implications for policy makers and school leaders are discussed.  相似文献   

An Empirical Test of a Limited Model for Panel Refusals     

Loosveldt  Geert; Carton  Ann 《Int. Journal of Public Opinion Research》2001,13(2):173-185

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INTERACTION CHARACTERISTICS OF THE DIFFICULT-TO-INTERVIEW RESPONDENT     

Loosveldt  Geert 《Int. Journal of Public Opinion Research》1997,9(4):386-394

When a researcher decides to collect data by means of surveyinterviews, he or she makes the assumption that all the respondentshave sufficient cognitive and communicative skills to executethe respondent's role adequately. In this article we validatethe explanation that older and less educated respondents aredifficult to interview because they do not have sufficient communicativeskills. To determine the respondent's cognitive and communicativeskills we use behavioral coding of the respondent–interviewerinteraction. The analysis makes clear that most respondentshave enough skills to accomplish their role as respondents.However, there is a small group of respondents who have insufficientskills. As expected, these difficult-to-interview respondentsare older and less educated.  相似文献   

Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process   总被引：1，自引：0，他引：1  

Hardonk S  Daniels S  Desnerck G  Loots G  Van Hove G  Van Kerschaver E  Sigurjónsdóttir HB  Vanroelen C  Louckx F 《American annals of the deaf》2011,156(3):290-304

The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research.  相似文献   

Team learning: building shared mental models     

Piet Van den Bossche  Wim Gijselaers  Mien Segers  Geert Woltjer  Paul Kirschner 《Instructional Science》2011,39(3):283-301

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.  相似文献   

Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school   总被引：1，自引：0，他引：1  

Chang?ZhuEmail author  Geert?Devos  Yifei?Li 《Asia Pacific Education Review》2011,12(2):319-328

This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings provide important information for understanding a school culture in the Chinese context. It enriches the theory related to school culture and the research findings that have been identified in the Western settings.  相似文献   

Community Knowledge,Beliefs, Attitudes,and Practices towards Children with Spina Bifida and Hydrocephalus in Uganda     

Femke Bannink  Koenraad Stroeken  Richard Idro  Geert van Hove 《International Journal of Disability, Development & Education》2015,62(2):182-201

This article describes the findings of a qualitative study on knowledge, beliefs, attitudes, and practices towards children with spina bifida and hydrocephalus in four regions of Uganda. Focus group discussions and semi-structured interviews were held with parents of children with spina bifida and hydrocephalus, policy-makers, and service providers. Our findings describe how negative knowledge, beliefs, attitudes, and practices create barriers to treatment and inclusion of children with spina bifida and hydrocephalus and their parents in Uganda. The findings show how knowledge, beliefs, attitudes, and practices evolve over time, are both similar and differ in the various regions, and become more conducive towards accessing treatment and achieving inclusion. Sensitisation and early intervention including parents and service providers in dissemination of knowledge, rehabilitative care to set the trend for positive change and support, as well as longitudinal studies of children with spina bifida and hydrocephalus and their parents are recommended.  相似文献   

Lessons learnt from applying action research to support strategy formation processes in long-term care networks     

Hendrik Cramer  Geert Dewulf 《Action Learning: Research and Practice》2015,12(2):166-194

This study demonstrates how action research (AR) that is aimed at scaling-up experiments can be applied to support a strategy formation process (SFP) in a subsidized long-term care network. Previous research has developed numerous AR frameworks to support experiments in various domains, but has failed to explain how to apply AR and action learning (AL) on the strategic level of organizational networks. Given this situation, we used a generic AR framework to explore its usefulness in supporting SFPs. The framework consists of four steps: (1) identifying the problem situation, (2) planning a solution, (3) taking action, and (4) reflecting on the action. The results show that utilizing AL in AR helps actors to reflect on and understand the challenges in forming a joint strategy in a network. We demonstrate that it can help to visualize the process and to create a common ground for discussion, to create a shared vision as well as commitment to scaling-up experiments. These insights should be used in future SFPs in networks. However, the results also show that the key barrier, the lack of executive commitment, was only identified at a late stage. This paper constitutes a first step toward a more sophisticated AR framework for strategy research. The mistakes highlighted here should help others avoid them in the future.  相似文献