Unravelling the social dynamics of an industry–school partnership: social capital as perspective for co-creation     

Corry G.J.M. Ehlen  Marcel R. van der Klink  Henny P.A. Boshuizen 《Studies in Continuing Education》2016,38(1):61-85

Increasingly, innovative collaboration between industry and schools is being exploited as a way of improving the quality and relevance of education. Even though these innovations appear to have substantial benefits, often the impact proves to fade away after their implementation. A better understanding of how to sustain complex innovations seems important. Unfortunately, only a limited amount of research investigates the ‘inside’ of complex innovations. This article reports on a three-year, large-scale industry–school programme in the Dutch Leisure sector. The research, from start to finish, adopted a qualitative case study methodology with a mixed-methods approach, drawing upon social capital theory as lens to understand the dynamics of processes and effect on outcomes. Findings indicate that the social capital theory helps to unravel crucial factors of processes and outcomes. The researched innovation process depended not so much on formal project plans and objectives but largely built on the quality of social relationships at all levels. Sustaining this social capital proved crucial, while managing according to a planned change strategy appeared to be counterproductive. The outcomes show to be twofold, in terms of new knowledge and products for the organisations and of sustainable benefits for the professionals, in terms of new abilities.  相似文献   

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies     

Dignath  Charlotte  Veenman  Marcel V. J. 《Educational Psychology Review》2021,33(2):489-533

Educational Psychology Review - Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers...  相似文献   

Negotiation Games     

Birte Schohaus  Marcel Broersma  Huub Wijfjes 《Journalism Practice》2017,11(8):925-941

This study analyzes the interpretive repertoires used by public relations (PR) advisors of Dutch politicians to describe their relations with talk show journalists. A qualitative analysis of semi-structured interviews revealed that the dominant repertoires come from the realm of play. PR advisors downplay the power struggle to position politicians on talk shows as a competitive game while at the same time they legitimize their close relationships with journalists with another play metaphor, the rehearsed stage play. Moreover, comparing politicians’ appearances on talk shows with stage performances gives them the opportunity to brush aside the contradiction between their extensive pre-broadcast preparations and the authentic appearance they attempt to emulate. Studying the interpretive repertoires of advisors working in PR and how they fruitfully combine the elements of struggle and cooperation sheds light on the structures and strategies that define journalist–source relationships. It provides insights into how PR advisors perceive and enact their own role, which often goes unnoticed both in research and by the general public.  相似文献   

Probabilistic relevance ranking for collaborative filtering     

Jun Wang  Stephen Robertson  Arjen P. de Vries  Marcel J. T. Reinders 《Information Retrieval》2008,11(6):477-497

Collaborative filtering is concerned with making recommendations about items to users. Most formulations of the problem are specifically designed for predicting user ratings, assuming past data of explicit user ratings is available. However, in practice we may only have implicit evidence of user preference; and furthermore, a better view of the task is of generating a top-N list of items that the user is most likely to like. In this regard, we argue that collaborative filtering can be directly cast as a relevance ranking problem. We begin with the classic Probability Ranking Principle of information retrieval, proposing a probabilistic item ranking framework. In the framework, we derive two different ranking models, showing that despite their common origin, different factorizations reflect two distinctive ways to approach item ranking. For the model estimations, we limit our discussions to implicit user preference data, and adopt an approximation method introduced in the classic text retrieval model (i.e. the Okapi BM25 formula) to effectively decouple frequency counts and presence/absence counts in the preference data. Furthermore, we extend the basic formula by proposing the Bayesian inference to estimate the probability of relevance (and non-relevance), which largely alleviates the data sparsity problem. Apart from a theoretical contribution, our experiments on real data sets demonstrate that the proposed methods perform significantly better than other strong baselines.

Marcel J. T. ReindersEmail:

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Book reviews     

A. J. Cropley  J. Dumazedier  Malcolm S. Knowles  Marcel Hicter  Urs Haeberlin  C. D. Legge  Joachim H. Knoll  Oskar Anweiler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(4):538-552

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Book reviews     

Alphons Silbermann  Michael R. Eraut  Marcel Danesi  H. S. Bhola  Pablo Latapí  Robert Balfanz  Jacques Fijalkow  Helmut Stolz  James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(2):279-292

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Laterality and dyslexia: A critical view     

Merrill Hiscock  Marcel Kinsbourne 《Annals of dyslexia》1982,32(1):177-228

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Differential effects of instructional support on learning in simultation environments     

Marcel V. J. Veenman  Jan J. Elshout 《Instructional Science》1994,22(5):363-383

This article investigates a complex Aptitude Treatment Interaction (ATI), of intelligence and metacognitive skill as aptitudes with structuredness of learning environment as treatment. A more structured learning environment is usually regarded as beneficial to learning in low intelligence students, whereas it may not affect or may even interfere with learning in high intelligence students. The overall analyses of four studies are presented, including a total of 99 subjects. High and low intelligence novices passed through either structured or unstructured simulation environments in the domains of heat theory, electricity, or statistics. Thinking-aloud protocols were analyzed in order to assess the metacognitive skillfulness of subjects. Several learning tests were administered, assessing both declarative and procedural domain knowledge. The results show that structuredness of learning environment did not affect learning in high intelligence subjects, irrespective of their level of metacognitive skillfulness. However, the structured learning environment yielded enhanced learning performances in low intelligence subjects with a low level of metacognitive skillfulness, while it interfered with learning in low intelligence subjects with a relatively high level of metacognitive skillfulness.  相似文献   

Modular instruction in higher education: A review   总被引：1，自引：1，他引：1  

Barbara Goldschmid  Marcel L. Goldschmid 《Higher Education》1973,2(1):15-32

The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of MI and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described.Present evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content. However, certain problems may arise in implementing MI. These are presented from the perspective of the student, instructor, and administrator. Given its emphasis on individualized learning and its adaptability to large numbers of students, MI has emerged as one of the most promising alternatives in higher education today.  相似文献   

The evaluation and improvement of teaching in higher education   总被引：1，自引：4，他引：1  

Marcel L. Goldschmid 《Higher Education》1978,7(2):221-245

Four procedures to evaluate teaching (by students, peers, video-recordings, and direct measurements of student learning) and three uses of the evaluation results (improving teaching, personnel decisions, course handbooks) are reviewed in the light of empirical evidence. Special emphasis is placed on the timing and validity of student ratings and the instruments used. Since none of the procedures appear sufficient in and by itself, a multiple indicator approach, especially for personnel decisions, would seem to be the most defensible one.While it is essential to take evidence of teaching effectiveness into account in considerations for tenure and promotion, faculty must also be given opportunities to become professionals as teachers. Higher education units, designed primarily for this purpose, appear to be effective as judged by their clients (the faculty they have served), but have failed to make an impact on the faculty as a whole. What is required now is an institutional commitment to quality instruction, i.e. a departmental policy on the evaluation of teaching and faculty development.Invited keynote address presented at the Third International Conference on Improving University Teaching, Newcastle-upon-Tyne, June 8–11, 1977. An annotated bibliography Evaluation des systèmes d'éducation supérieure produced by L. de Marchi in preparation for this address is available from the author.  相似文献