Inclusive Educational Practice: Results of an empirical study     

Torill Moen 《Scandinavian Journal of Educational Research》2013,57(1):59-75

This article presents a Norwegian primary school teacher facing the challenge of realising the curriculum's vision of inclusive education. Ann teaches a third‐grade class with 22 pupils among which are pupils with special needs. Two of them are John and Paul. The article focuses on how the teacher deals with these two boys as she, at the same time, approaches the class as a whole. The analysis shows that the teacher's practice can be clustered into four themes. The themes are analysed in light of relevant theoretical concepts situated within the framework of socio‐cultural theory. It appears that the themes have some common characteristic traits and dilemmas that Ann encounters in her daunting work of realising inclusive education.  相似文献   

Ecologies of Deception in Psychology and Rhetoric     

Nathaniel A. Rivers  Maarten Derksen 《Quarterly Journal of Speech》2013,99(4):633-654

This article explores deception through the lenses of rhetorical theory and experimental social psychology, thus performing an important interdisciplinary gesture. It argues that deception is emergent in experimental conditions as it likewise is in rhetorical encounters. In so doing, it builds toward an understanding of human agency outside the bounds of the subject/object split. Examining work on rhetorical ecologies and ambience on the one hand, and experimental social psychology on the other, the article argues that deception is not something that one person does to another, but rather is an emergent phenomenon within moments of encounter, whether they be rhetorical interactions or psychological experiments.  相似文献   

‘To be informed’: understanding the role of feedback information for Flemish/European policy     

Maarten Simons 《教育政策杂志》2013,28(5):531-548

The aim of this article is to argue that the evident exchange of information on performance (and its supply, demand and use) should be regarded as a symptom of a new governmental regime that installs less evident power relations. Educational policy in Flanders (Belgium), and in particular the need for feedback information from the Flemish government, will be used as a case to describe this regime. Based upon the analytical framework of ‘governmentality’ (Foucault), the article focuses on the ‘governmentalization’ of Europe and Flanders that accompanies the need for feedback information. The main result of the analysis of European and Flemish policy documents can be summarized as follows: government or the ‘conduct of conduct’ currently takes the form of ‘feedback on performance’. This means that the strategy of the governmental regime is to secure an optimal performance for each and all (member states, schools), and acts upon the ‘need for feedback’ and ‘will to learn’ of the actors involved. On the basis of these findings, the article introduces in conclusion the notion ‘synopticon’ in order to grasp the exercise of power in ‘feedback on performance’.  相似文献   

The prevalence and risk indicators of symptoms of common mental disorders among current and former Dutch elite athletes     

Vincent Gouttebarge  Ruud Jonkers  Maarten Moen  Evert Verhagen  Paul Wylleman  Gino Kerkhoffs 《Journal of sports sciences》2017,35(21):2148-2156

The aim of the study was to determine the prevalence and comorbidity of symptoms of common mental disorders (distress, anxiety/depression, sleep disturbance, eating disorders, adverse alcohol use) among current and former Dutch elite athletes, and to explore the inference between potential risk indicators (severe injury, surgery, life events, sport career dissatisfaction, social support) and the outcomes measures under investigation. Cross-sectional analyses were conducted on baseline questionnaires from an ongoing prospective cohort study among 203 current and 282 former elite Dutch athletes (response rate: 28% among current athletes and 95% among former athletes). Based on validated scales, an electronic questionnaire was set up and distributed. Prevalence (4-week) ranged from 6% for adverse alcohol use to 45% for anxiety/depression among current elite athletes, and from 18% for distress to 29% for anxiety/depression among former elite athletes. A higher number of past severe injuries, higher number of past surgeries, higher number of recent life events, higher level of career dissatisfaction and lower level of social support were related to the occurrence of symptoms of common mental disorders among both current and former elite athletes. On average, the 4-week prevalence of common mental disorders as shown in our study among current and former Dutch elite athletes were similar to the ones found among athletes from other sports disciplines and does compare with the lifetime prevalence estimates in the general population of the Netherlands.  相似文献   

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time     

Marit Wijnen  Sofie M. M. Loyens  Guus Smeets  Maarten Kroeze  Henk van der Molen 《European Journal of Psychology of Education - EJPE》2017,32(3):431-447

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment.  相似文献   

Pasts and futures that keep the possible alive: Reflections on time,space, education and governing     

Mathias Decuypere  Maarten Simons 《Educational Philosophy and Theory》2020,52(6):640-652

Abstract

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.  相似文献   

Chinese Education Examined via the Lens of Self-Determination     

Shi Yu  Beiwen Chen  Chantal Levesque-Bristol  Maarten Vansteenkiste 《Educational Psychology Review》2018,30(1):177-214

Chinese education is controversial: it is not only lauded for Chinese students’ high test achievements but also criticized for curbing students’ deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology, especially understanding the fundamental developmental costs behind Chinese students’ high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growth-oriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment—i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education.  相似文献   

Learning dashboards at scale: early warning and overall first year experience     

Tom Broos  Maarten Pinxten  Margaux Delporte  Katrien Verbert  Tinne De Laet 《Assessment & Evaluation in Higher Education》2020,45(6):855-874

Abstract

In this study, we present a case study involving two self-service dashboards providing feedback on learning and study skills and on academic achievement. These dashboards were offered to first-year university students in several study programmes in Flanders, Belgium. Data for this study were collected using usage tracking (N?=?2875) and a survey taken at the beginning of the second year before (N?=?484) and after (N?=?538) the introduction of the dashboards. We found that early dashboard usage is related to academic achievement later in the academic year and that students’ review of the feedback received in the first year improved. Although these results are modest in comparison to how high the bar is sometimes set for learning analytics applications, we argue that low-cost deployments of self-service dashboards are an interesting approach to start building experience with similar tools and to start paving the way for future developments.  相似文献   

THE GOVERNMENTALIZATION OF LEARNING AND THE ASSEMBLAGE OF A LEARNING APPARATUS   总被引：1，自引：0，他引：1  

Maarten Simons  Jan Masschelein 《Educational theory》2008,58(4):391-415

Abstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self‐government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship.  相似文献   

Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement   总被引：1，自引：0，他引：1  

Vansteenkiste M  Simons J  Lens W  Soenens B  Matos L 《Child development》2005,76(2):483-501

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.  相似文献