Topic variability and criteria in interpretational history teaching     

Bjorn Wansink  Sanne Akkerman  Theo Wubbels 《课程研究杂志》2017,49(5):640-662

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.  相似文献   

Workplace learning and competence development     

Martin Mulder 《The Journal of Agricultural Education and Extension》2017,23(4):283-286

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The development of the classroom social climate during the first months of the school year     

M. Tim Mainhard  Mieke BrekelmansPerry den Brok  Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.  相似文献   

Primary school students' metacognitive beliefs about religious education     

Theo van der Zee  Chris Hermans  Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293

So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools.  相似文献   

Graphical Analysis of Test Items     

Theo A. van Batenburg  Jacob A. Laros 《Educational Research and Evaluation》2013,19(3):319-333

Graphical Item Analysis (GIA) visually displays the relationship between the total score on a test and the response proportions of the correct and false alternatives of a multiple-choice item. The GIA method provides essential and easily interpretable information about item characteristics (difficulty, discrimination and guessing rate). Low quality items are easily detected with the GIA method because they show response proportions on the correct alternative which decrease with an increase of the total score, or display response proportions of one or more false alternatives which do not decrease with an increase of the total score. The GIA method has two main applications. Firstly, it can be used by researchers in the process of identifying items that need to be excluded from further analysis. Secondly, it can be used by test constructors in the process of improving the quality of the item bank. GIA enables a better understanding of test theory and test construction, especially for those without a background in psychometrics. In this sense, the GIA method might contribute to reducing the gap between the world of psychometrists and the practical world of constructors of achievement tests.  相似文献   

Editorial     

Martin Mulder  Patricia Gielen 《The Journal of Agricultural Education and Extension》2013,19(1-4):II-IV

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EDITORIAL     

Martin Mulder  Angela Pachuau 《The Journal of Agricultural Education and Extension》2013,19(5):393-399

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Related Multiscreening as a Strategy to Retain Audiences and Increase Persuasion During a Commercial Break     

Claire M. Segijn  Theo Araujo  Hilde A. M. Voorveld  Edith G. Smit 《广播与电子媒介杂志》2020,64(1):41-61

The aim of the study was to deepen our understanding of how related multiscreening affects audience memory and persuasion. A survey was administered after a live television show. The results showed that the higher the perceived relatedness of the multi-screen activity, the more persuasive the message. This effect was mediated by subsequent attention to television content, program involvement, and attention to the commercial break. The model was replicated for three different multiscreen activities: social media use, chatting, and information search. Furthermore, it was found that related multiscreening increased the likelihood of respondents staying tuned to the television after the show.  相似文献   

How Much Time Do You Spend Online? Understanding and Improving the Accuracy of Self-Reported Measures of Internet Use     

Theo Araujo  Anke Wonneberger  Peter Neijens  Claes de Vreese 《Communication methods and measures》2017,11(3):173-190

Given the importance of survey measures of online media use for communication research, it is crucial to assess and improve their quality, in particular because the increasingly fragmented and ubiquitous usage of internet complicates the accuracy of self-reported measures. This study contributes to the discussion regarding the accuracy of self-reported internet use by presenting relevant factors potentially affecting biases of self-reports and testing survey design strategies to improve accuracy. Combining automatic tracking data and survey data from the same participants (N = 690) confirmed low levels of accuracy and tendencies of over-reporting. The analysis revealed biases due to a range of factors associated with the intensity of (actual) internet usage, propensity to multitask, day of reference, and the usage of mobile devices. An anchoring technique could not be proved to reduce inaccuracies of reporting behavior. Several recommendations for research practice follow from these findings.  相似文献   

Key values of a Dutch cooperation school and the practice of religious education     

Erik Renkema  André Mulder  Marcel Barnard 《British Journal of Religious Education》2019,41(3):337-351

This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education.  相似文献