Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study     

Rune Andreassen  Magne S. Jensen  Ivar Bråten 《Reading and writing》2017,30(9):1891-1916

We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.  相似文献   

Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback     

Marieke Thurlings  Marjan Vermeulen  Theo Bastiaens  Sjef Stijnen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):473-490

Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes.  相似文献   

Understanding life together: A brief history of collaboration in biology     

Niki Vermeulen  John N. Parker  Bart Penders 《Endeavour》2013

The history of science shows a shift from single-investigator ‘little science’ to increasingly large, expensive, multinational, interdisciplinary and interdependent ‘big science’. In physics and allied fields this shift has been well documented, but the rise of collaboration in the life sciences and its effect on scientific work and knowledge has received little attention. Research in biology exhibits different historical trajectories and organisation of collaboration in field and laboratory – differences still visible in contemporary collaborations such as the Census of Marine Life and the Human Genome Project. We employ these case studies as strategic exemplars, supplemented with existing research on collaboration in biology, to expose the different motives, organisational forms and social dynamics underpinning contemporary large-scale collaborations in biology and their relations to historical patterns of collaboration in the life sciences. We find the interaction between research subject, research approach as well as research organisation influencing collaboration patterns and the work of scientists.  相似文献   

Instructional Climate in Dutch Secondary Education   总被引：1，自引：0，他引：1  

W. van de Grift  Th. Houtveen  C. Vermeulen 《School Effectiveness & School Improvement》2013,24(4):449-462

Research, aimed at constructing an instrument for measuring instructional climate, was conducted in 121 Dutch schools for senior general secondary education. The instrument comprised scales for students, teachers, heads of department and principals. All scales proved to be sufficiently reliable and valid. The results show that the following variables are significantly related to students' results in mathematics: students' enjoyment of mathematics; students' attitude towards high grades; students' enjoyment of learning; appreciation of how teachers prepare students for tests; students' appreciation of the teacher as a person; students' appreciation of teaching abilities; an orderly instructional climate in the classroom; frequent monitoring of student results; emphasizing achievement by teachers; and the principals' emphasis on a task oriented climate.  相似文献   

Comparing HE policies in Europe     

Ivar Bleiklie  Svein Michelsen 《Higher Education》2013,65(1):113-133

The purpose of this paper is to develop a conceptual framework for a comparative analysis of Higher Education policies that enables us to investigate the explanatory power of structural characteristics of politico-administrative systems. The policies that are studied aim at improving the efficiency and quality of institutional performance. The paper focuses on policy trends in higher education in the eight countries in the study. It discusses how the literature on comparative political and administrative systems can help formulate assumptions about public policy making and policy change. The ideas that are developed are then applied to public reform policies in general and in the area of higher education in particular, followed by a test of the assumptions on available data on reform outcomes in the countries involved. The data indicate that a comparative politico-administrative perspective is potentially useful with regard to explaining cross national variation in higher education reform policies in Europe.  相似文献   

A Study‐Worship‐Service Project     

Erwin L. Shaver∗  Otto Mayer∗  C. Ivar Hellstrom∗  Frank E. Duddy∗  Frank E. Butler∗ 《Religious education (Chicago, Ill.)》2013,108(2):96-103

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Motivation for reading comprehension     

Øistein Anmarkrud  Ivar Bråten 《Learning and individual differences》2009,19(2):252-256

In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order hierarchical multiple regression analysis. Results showed that even after removing variance from these variables, the motivation constructs accounted for additional variance. However, only reading task value was a statistically significant positive predictor of reading comprehension, whereas the relationship between reading efficacy and reading comprehension did not reach statistical significance. Thus, reading task value seems particularly important because it can override the contributions of other important constructs. In terms of education, the findings suggest that an emphasis on cognitive constructs such as prior knowledge and strategic text-processing should not make us overlook the specific importance of promoting motivation for reading comprehension.  相似文献   

The impact of university incorporation on college lecturers     

L.R. Becker  L.D. Beukes  A. Botha  A.C. Botha  J.J. Botha  M. Botha  D.J. Cloete  J.L. Cloete  C. Coetzee  L.J. De Beer  D.J. De Bruin  L. De Jager  J.J.R. De Villiers  C.M. Du Toit  A. Engelbrecht  R. Evans  M.M.C. Haupt  D. Heyns  L.M. Howatt  A.P. Joubert  J.C. Joubert  A.C. Niemann  N.C. Phatudi  E. Randall  W.J. Rauscher  W.C. Rautenbach  S. Scholtz  J.C. Schultz  R. Swart  H.J. Van Aswegen  J.C. Van Heerden  W.J. Van Vollenhoven  E.M. Van Wyk  J.G.U. Van Wyk  C.A. Van der Walt  C.N. Van der Westhuizen  D. Vermeulen  A. Vorster 《Higher Education》2004,48(2):153-172

In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity.  相似文献   

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?     

Lombard  Jordan  Bråten  Ivar  van de Leemput  Cécile  Amadieu  Franck 《Instructional Science》2021,49(2):197-221

This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

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Changing knowledge regimes: Universities in a new research environment   总被引：1，自引：0，他引：1  

Ivar Bleiklie  Haldor Byrkjeflot 《Higher Education》2002,44(3-4):519-532

This paper takes an apparent knowledgeparadox as its point of departure. `Knowledge'has acquired a more all encompassing meaningtoday, yet this has not strengthened thesupport for and confidence in higher educationinstitutions. On the contrary, it is oftenclaimed that they have outlived theirusefulness. In trying to understand thedevelopment behind this paradox, we deal withthree issues. We discuss first thewidening concept of knowledge and the claimthat there is emerging a new mode of knowledgeproduction. Secondly the widening concept ofknowledge is put into a social and politicalcontext, where massification and its socialimplications are discussed. Thirdly we developa theoretical framework based on the concept ofknowledge regimes. In this part wediscuss how the concept of knowledge regimesand the related concepts of knowledgeinterests and knowledge alliances may behelpful in understanding the complexities andambiguity of higher education development.Finally we discuss some implications regardingknowledge's role in social development. Wequestion the assumption that there is anecessary relationship between a wideningconcept of knowledge and a given form ofknowledge development.  相似文献