Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling     

Trynke Keuning  Marieke van Geel  Adrie Visscher  Jean‐Paul Fox 《Journal of Educational Measurement》2019,56(4):757-792

Data‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics.  相似文献   

The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses     

Anouschka van Leeuwen  Nynke Bos  Heleen van Ravenswaaij  Jurgen van Oostenrijk 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):921-933

In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.  相似文献   

An empirical investigation of the tribes and their territories: Are research specialisms rural and urban?     

Giovanni Colavizza  Thomas Franssen  Thed van Leeuwen 《Journal of Informetrics》2019,13(1):105-117

We propose an operationalization of the rural and urban analogy introduced in Becher and Trowler (2001). According to them, a specialism is rural if it is organized into many, smaller topics of research, with higher author mobility among them, lower rate of collaboration and productivity, lower competition for resources and citation recognitions compared to an urban specialism. It is assumed that most humanities specialisms are rural while science specialisms are in general urban: we set to test this hypothesis empirically. We first propose an operationalization of the theory in most of its quantifiable aspects. We then consider specialisms from history, literature, computer science, biology, astronomy. Our results show that specialisms in the humanities present a sensibly lower citation and textual connectivity, in agreement with their organization into more, smaller topics per specialism, as suggested by the analogy. We argue that the intellectual organization of rural specialisms might indeed be qualitative different from urban ones, discouraging the straightforward application of citation-based indicators commonly applied to urban specialisms without a dedicated re-design in acknowledgement of these differences.  相似文献   

‘It's actually very normal that I'm different’. How physically disabled youth discursively construct and position their body/self     

Noortje van Amsterdam  Annelies Knoppers  Marian Jongmans 《Sport, Education and Society》2015,20(2):152-170

In this paper, we explore how physically disabled youth who participate in mainstream education discursively construct and position themselves in relation to dominant discourses about sport and physicality that mark their bodies as ‘abnormal’ and ‘deviant’. We employ a feminist poststructuralist perspective to analyze the narratives about sport, physical education (PE), the body and self of four physically disabled Dutch youngsters. Our results indicate that although dominant societal discourses about sport and physicality construct disabled bodies as deviant, vulnerable and lacking and the disabled as ‘abnormal’, these youth constructed the self as ‘normal’. However, they did so in different ways. One of the interviewees used the alternative discourse ‘everyone is different, everyone is normal’ to position her disabled self as different and normal simultaneously. Hereby she resisted dominant notions about the abled body embedded in discourses about sport and physicality. This act of resistance enabled her to accept her disability as part of her self. Others normalized their disabled bodies by attempting to pass as able-bodied. They tried to minimize and/or hide their disability and in this manner reproduced ableist discourses about sport and physicality. Our interviewees also engaged in various performative acts of resistance. They challenged these dominant discourses by strategically using the possibilities a different/disabled self provided them. Overall the data indicate the important role that visible signifiers of disability played in the exclusionary practices that these disabled youth encountered and the subject positions they could claim. Since alternative constructions and positionings regarding the abled/normal body suggest ways in which the dominance of ableism may be disrupted, we conclude with an emphasis on the need for future research that explores such alternatives.  相似文献   

GATS and the steering capacity of a nation state in higher education: case studies of the Czech Republic and the Netherlands     

Aleš Vlk  Marijk van der Wende 《Globalisation, Societies & Education》2008,6(1):33-54

This paper looks at the General Agreement on Trade in Services (GATS) as an important part of the international trade law system and explores if and how it affects the steering capacity of a nation state regarding higher education. It offers a new conceptual framework to look on the impact of GATS on higher education within its increasingly complex environment by distinguishing between the ‘static’ dimension (GATS’ rules and disciplines) and the ‘dynamic’ dimension (stakeholders’ standpoints, views and actions). Furthermore, by comparing two case studies conducted in the Czech Republic and the Netherlands, it connects the theoretical framework on GATS and the steering capacity of a nation state with specific national conditions and complements case studies that have been so far carried out in other countries. We concluded that neither through the static dimension nor through the dynamic, was the steering capacity in the two cases affected directly: nation states remain the prime actors regarding higher education. Nevertheless, exercising their power over higher education has become more complex and nation states must take more consequences of their internal policy choices into account, which may be difficult to predict.  相似文献   

Engaging Students in Science Courses: Lessons of Change from the Arctic     

Lawrence K. Duffy  Anna Godduhn  Cindy E. Fabbri  Mary van Muelken  Linda Nicholas-Figueroa  Catherine Hurt Middlecamp 《Interchange》2011,42(2):105-136

Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4^th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate the connectivity between science and societal understanding of technological options. A case in point is the inclusion of indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources, genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class but also spark their interest so that they continue learning after the course is over.  相似文献   

Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement     

Thea Peetsma  Ineke van der Veen 《Learning and Instruction》2011,21(3):481-494

Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower vocational education in the Netherlands who completed self-report measures at four different time points during a school year. The data were analysed using multivariate latent growth curve modelling. Future time perspective influenced the development of academic achievement via the growth of investment in learning. Long-term time perspective in leisure time had a negative effect on the development of investment in learning, whereas the effects of the long-term time perspective in school and professional career, as well as in social relations, were positive.  相似文献   

Self-directed learning characteristics: making learning personal,empowering and successful     

Charlene du Toit-Brits  Chris-Mari van Zyl 《Africa Education Review》2017,14(3-4):122-141

Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students.  相似文献   

The Professional Development Needs Analysis Questionnaire for Deputy Principals     

Jan Balotlhanyi Khumalo  Philip Van Der Westhuizen  Herman Van Vuuren  Cornelius P. van der Vyver 《Africa Education Review》2017,14(2):192-208

This article reports on the design of the Professional Development Needs Analysis Questionnaire for Deputy Principals (PDNAQ) to measure the problems they experienced and the skills they needed. In the literature, no validated questionnaire to measure the problems experienced and skills needed by deputy principals in South African schools was found. One hundred and fifty-seven deputy principals in secondary schools in the North-West Province of South Africa participated in the study. Both confirmatory and exploratory factor analyses were used to determine the construct validity of the PDNAQ. Fifteen problems and four skills constructs emerged. Cronbach’s alpha coefficients were calculated to determine the reliability of the questionnaire. The article concludes that the PDNAQ may be used in similar contexts to determine the problems experienced and skills needed for the professional development of newly-appointed deputy principals.  相似文献   

Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months          下载免费PDF全文

Mikko J. Peltola  Linda Forssman  Kaija Puura  Marinus H. van IJzendoorn  Jukka M. Leppänen 《Child development》2015,86(5):1321-1332

To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes.  相似文献