EDUCATIONALIZATION AS AN ONGOING MODERNIZATION PROCESS     

Marc Depaepe  Paul Smeyers 《Educational theory》2008,58(4):379-389

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The Canonization of Ovide Decroly as a "Saint" of the New Education     

Marc Depaepe  Frank Simon  Angelo Van Gorp 《History of education quarterly》2003,43(2):224-228

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Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands     

Ruth Harmsen  Michelle Helms-Lorenz  Ridwan Maulana  Klaas van Veen  Marc van Veldhoven 《International Journal of Research & Method in Education》2019,42(1):91-108

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.  相似文献   

Contiguity and covariation in human causal inference     

Buehner MJ 《Learning & behavior》2005,33(2):230-238

Nearly every theory of causal induction assumes that the existence and strength of causal relations needs to be inferred from observational data in the form of covariations. The last few decades have seen much controversy over exactly how covariations license causal conjectures. One consequence of this debate is that causal induction research has taken for granted that covariation information is readily available to reasoners. This perspective is reflected in typical experimental designs, which either employ covariation information in summary format or present participants with clearly marked discrete learning trials. I argue that such experimental designs oversimplify the problem of causal induction. Real-world contexts rarely are structured so neatly; rather, the decision about whether a cause and effect co-occurred on a given occasion constitutes a key element of the inductive process. This article will review how the event-parsing aspect of causal induction has been and could be addressed in associative learning and causal power theories.  相似文献   

Employee Perspectives on MOOCs for Workplace Learning     

Marc Egloffstein  Dirk Ifenthaler 《TechTrends》2017,61(1):65-70

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N?=?119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.  相似文献   

Dreaming and immanence: rejecting the dogmatic image of thought in science education     

Jesse Bazzul  Maria F. G. Wallace  Marc Higgins 《Cultural Studies of Science Education》2018,13(3):823-835

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.  相似文献   

Personal and Situational Factors Influencing Intrinsic Interest of Adolescent Girls in School Physical Education: a structural equation modelling analysis     

François Cury  Jean‐Pierre Famose  Philippe Sarrazin  Marc Durand  Marios Goudas 《教育心理学》1996,16(3):305-315

This study assessed the influence of individual and contextual factors on adolescent girls’ interest in school physical education (PE). Specifically, girls (N = 700) were assessed on: (a), perceptions of their PE class climate, using the Perceived Motivational Climate Scale (PMCS, Cury et al., 1994; (b) dispositional achievement goal orientations, using the French version of the Perception of Success Questionnaire (POSQ, Durand et alM in press; and (c) the interest and competence subscales from the French version of the Intrinsic Motivation Inventory (IMI, Cury et al., 1994a). Structural equation modelling analysis, using LISREL VII, showed an excellent fit with the hypothesised model. Specifically, situational class climate was found to be more important than individual goals in influencing pupil interest in PE. However, perceived competence also influenced interest, as did a mastery goal orientation. Results are discussed in the context of theoretical propositions of goal perspectives theory and practical issues of enhancing adolescent girls’ interest in physical education.  相似文献   

Where people look for online health information          下载免费PDF全文

Susan A. LaValley  Marc T. Kiviniemi  Elizabeth A. Gage‐Bouchard 《Health information and libraries journal》2017,34(2):146-155

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The Influence of Campus Climate and Interfaith Engagement on Self-Authored Worldview Commitment and Pluralism Orientation Across Sexual and Gender Identities     

Alyssa N. Rockenbach  Tiffani A. Riggers-Piehl  Jason C. Garvey  Marc A. Lo  Matthew J. Mayhew 《Research in higher education》2016,57(4):497-517

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II. MORE THAN JUST CONVENIENT: THE SCIENTIFIC MERITS OF HOMOGENEOUS CONVENIENCE SAMPLES     

Justin Jager  Diane L. Putnick  Marc H. Bornstein 《Monographs of the Society for Research in Child Development》2017,82(2):13-30

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