排序方式： 共有83条查询结果，搜索用时 31 毫秒
51.
Garone Anja Bruggeman Bram Philipsen Brent Pynoo Bram Tondeur Jo Struyven Katrien 《Education and Information Technologies》2022,27(6):7599-7628
Education and Information Technologies - Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation... 相似文献
52.
Sarah Gielen Elien Peeters Filip Dochy Patrick Onghena Katrien Struyven 《Learning and Instruction》2010,20(4):304-315
The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving ‘justified’ comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly. 相似文献
53.
Katrien Struyven Karen Jacobs Filip Dochy 《European Journal of Psychology of Education - EJPE》2013,28(3):1007-1022
In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to enter primary teacher training and do these motivations vary according to student characteristics? A questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course. Participants were 1,805 pre-service primary education teachers starting their first year of study at 14 different schools in Flanders (Belgium). Results show that students mainly undertake teacher training for intrinsic and altruistic reasons such as developing skills and knowledge that will be useful in their future teaching career, attending interesting and well-taught courses, gaining an understanding of the subject and helping children and making a difference in the world. In addition, students also take into account extrinsic factors such as good working conditions, long holidays and the ability to balance work and family responsibilities. Significant differences in motivation were found to be related to student characteristics such as gender, age, educational background and self-reported academic achievement, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training. 相似文献
54.
55.
Katrien Fransen Norbert Vanbeselaere Vasileios Exadaktylos Gert Vande Broek Bert De Cuyper Daniel Berckmans 《Journal of sports sciences》2013,31(7):641-649
Abstract Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In Study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g. enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g. discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation. 相似文献
56.
Katrien Van Laere Michel Vandenbroeck 《Early Years: An International Journal of Research and Development》2018,38(1):4-18
It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place. 相似文献
57.
Todd M. Loughead Katrien Fransen Stef Van Puyenbroeck Matt D. Hoffmann Bert De Cuyper Norbert Vanbeselaere 《Journal of sports sciences》2016,34(21):2063-2073
Two studies investigated the structure of different athlete leadership networks and its relationship to cohesion using social network analysis. In Study 1, we examined the relationship between a general leadership quality network and task and social cohesion as measured by the Group Environment Questionnaire (GEQ). In Study 2, we investigated the leadership networks for four different athlete leadership roles (task, motivational, social and external) and their association with task and social cohesion networks. In Study 1, the results demonstrated that the general leadership quality network was positively related to task and social cohesion. The results from Study 2 indicated positive correlations between the four leadership networks and task and social cohesion networks. Further, the motivational leadership network emerged as the strongest predictor of the task cohesion network, while the social leadership network was the strongest predictor of the social cohesion network. The results complement a growing body of research indicating that athlete leadership has a positive association with cohesion. 相似文献
58.
Filip?DochyEmail author Mien?Segers Piet?Van?Den?Bossche Katrien?Struyven 《Learning Environments Research》2005,8(1):41-66
During the last decades, traditional learning environments have been criticised for not developing the prerequisites for professional expertise (H. Mandl, H. Gruber &; A. Renkl, Interactive minds: Life-span perspectives on the social foundation of cognition, pp. 394–412, Cambridge, UK: Cambridge University Press, 1996; P. Tynjälä, International Journal of Educational Research, 31, 357–442, 1999). To meet this criticism, educational approaches such as problem-based learning, project-based learning and case-based learning are being implemented to an increasing extent. Research also concentrates on the efficiency of these approaches in terms of students’ learning outcomes. At the same time, classroom-based theories of learning (J. B. Biggs, British Journal of Educational Psychology, 63, 3–19, 1993; M. Prosser &; K. Trigwell, Understanding learning and teaching. Buckingham, UK: SRHE and Open University Press, 1999) stress the importance of the investigation of subjective learning environments in order to understand the nature of these students’ learning outcomes, for learning results are not a mere function of the learning setting because each student operates as a filter for the possible influence of the environment. However, most research on students’ perception of the learning environment is conducted in predominantly traditional learning environments.The goal of our research was to investigate students’ perceptions of the key design variables of a problem-based learning environment and if students perceive that they enhance learning. There are four research questions. First, to what extent do students’ perceptions of a PBL environment match the theoretical assumptions of PBL? Second, do their perceptions differ as a function of the institutional context? Third, is there a difference in the perceptions of students between groups of first year and experienced students and between disciplines? Fourth, are there interaction effects between study phase and discipline?The results show that, in general, students value the key variables of the learning environment as powerful (i.e. enhancing learning). Also, the results indicate that students’ perceptions of the learning environment in various institutional contexts differ significantly. In general, no distinctions were found related to students in different study phases. However, in terms of specific design variables, students studying in diverse disciplines showed significantly divergent perceptions. Finally, significant interaction effects were found between study phase and discipline. 相似文献
59.
Teacher education,graduates’ teaching commitment and entrance into the teaching profession 总被引：1，自引：0，他引：1
This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation. 相似文献
60.
Andrew R. Novak Kyle J. M. Bennett Job Fransen Ben J. Dascombe 《Journal of sports sciences》2018,36(1):71-78
This study adopted a multidimensional approach to performance prediction within Olympic distance cross-country mountain biking (XCO-MTB). Twelve competitive XCO-MTB cyclists (VO2max 60.8 ± 6.7 ml · kg?1 · min?1) completed an incremental cycling test, maximal hand grip strength test, cycling power profile (maximal efforts lasting 6–600 s), decision-making test and an individual XCO-MTB time-trial (34.25 km). A hierarchical approach using multiple linear regression analyses was used to develop predictive models of performance across 10 circuit subsections and the total time-trial. The strongest model to predict overall time-trial performance achieved prediction accuracy of 127.1 s across 6246.8 ± 452.0 s (adjusted R2 = 0.92; P < 0.01). This model included VO2max relative to total cycling mass, maximal mean power across 5 and 30 s, peak left hand grip strength, and response time for correct decisions in the decision-making task. A range of factors contributed to the models for each individual subsection of the circuit with varying predictive strength (adjusted R2: 0.62–0.97; P < 0.05). The high prediction accuracy for the total time-trial supports that a multidimensional approach should be taken to develop XCO-MTB performance. Additionally, individual models for circuit subsections may help guide training practices relative to the specific trail characteristics of various XCO-MTB circuits. 相似文献