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11.
Marjolein Dobber Inne Vandyck Sanne Akkerman Rick de Graaff Jos Beishuizen Albert Pilot 《欧洲师范教育杂志》2013,36(3):346-363
Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence. 相似文献
12.
Mark Boukes Hajo G. Boomgaarden Marjolein Moorman Claes H. De Vreese 《Mass Communication and Society》2014,17(3):354-378
Opinionated news targets communities of likeminded viewers, relies on dramaturgical storytelling techniques, and shares characteristics with political satire. Accordingly, opinionated news should be understood as a specific form of political entertainment. We have investigated the mechanisms underlying the effects of opinionated news on political attitudes using an experimental design that employed manipulated television news items. Findings confirm that opinionated news positively affects policy attitudes via its presumed influence on others and subsequent perceptions of the opinion climate. However, opinionated news also negatively affects attitudes via hostile media perceptions and evoked anger, especially for people with incongruent political preferences. Due to these opposing processes, we found no total effect of opinionated news on policy attitudes. Conditions are discussed under which either the positive or the negative indirect effect is likely to dominate. 相似文献
13.
Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into ‘what works in education and what does not’, particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons. 相似文献
14.
Dogus Darici Markus Missler Anna Schober Max Masthoff Hans Schnittler Martina Schmitz 《Anatomical sciences education》2022,15(3):447-463
The various psychological dimensions of professional identity formation (PIF) are an important aspect of the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such an identity; however, relevance of PIF during sonoanatomical training remains underexplored. At the end of their basic anatomy studies, third-semester medical students took part in a four-day block course on anatomy and imaging. Anatomical content was revised in small groups using peer teaching and imaging methods, including one hour of hands-on sonoanatomy sessions each day. On-site sonoanatomy was identified as an excellent format to support students' transition from the pre-clinical to clinical phase as medical experts-to-be. Students enjoyed practical exercises and the clinical input, which increased their interest in the medical profession and their academic studies. This study further examined the effects of the transition into an online-only format, necessitated by the current Covid-19 pandemic. A comparison was made between the quantitative and qualitative evaluation data, and the written results of examinations of several on-site (n = 1096, mean age = 22.4 years ± 2.18), and online-only cohorts (n = 230, mean age = 22.6 years ± 2.21). The online-only transition led to a reduction of all PIF-related variables measured, losing identity-related variables, increasing students' stress levels, and reducing their long-term academic performance. Together, this study demonstrates presence of PIF in undergraduate sonoanatomy teaching, and cautions against the uncritical online-only substitution of hands-on learning environments. 相似文献
15.
This study examines a wide range of numerical representations (i.e., quantity, knowledge of multiplication facts, and use of parity information) in adult deaf signers. We introduce a modified version of the number bisection task, with sequential stimulus presentation, which allows for a systematic examination of mathematical skills in deaf individuals in different modalities (number signs in streaming video vs. Arabic digit displays). Reaction times and accuracy measures indicated that deaf signers make use of several representations simultaneously when bisecting number triplets, paralleling earlier findings in hearing individuals. Furthermore, some differences were obtained between the 2 display modalities, with effects being less prominent in the Arabic digit mode, suggesting that mathematical abilities in deaf signers should be assessed in their native sign language. 相似文献
16.
G. M. van der Aalsvoort Marjolein Verheggen 《Journal of Research in Special Educational Needs》2003,3(1)
The main questions answered by the intervention of using portfolios during reading and spelling lessons were: do poor readers in the intervention condition perform better and do they show a higher self-esteem than poor readers in the control condition? A post-hoc design was used to compare an intervention group with a control group. The independent variable was using portfolios as part of reading and spelling instruction. The dependent variables were literacy skills, conceptual knowledge on reading and writing, and self-esteem. Intelligence score was used as a covariable. The study included 92 students from grade 3 (six to seven-year-olds) from two schools providing regular education. The results on the quantitative measurements indicated that using portfolios did not improve performance with reading and spelling and self-esteem. The qualitative findings with respect to the 14 poor readers of the participating subjects revealed that their reading performance and self-esteem decreased further in both conditions. It is argued that teachers should explicitly use portfolios as a way to evaluate and discuss performance with poor readers so as to better understand the student's level of instruction and feelings of competence, and actually apply that knowledge during instruction. 相似文献
17.
Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable. 相似文献
18.
Moniek Buijzen Ph.D. Esther Rozendaal MSc. Ph.D. Marjolein Moorman Ph.D. Martin Tanis Ph.D. 《广播与电子媒介杂志》2013,57(4):509-525
In a survey among 360 parent-child dyads (children aged 8–12 years), parent and child reports of parental advertising mediation activities were examined. The first aim was to investigate how parent-child agreement in reporting mediation differed by family and child factors. Results showed that agreement was highest in communication-oriented families and between parents and girls. The second aim was to examine the role of agreement in predicting the mediation outcome (i.e., reduced materialism). Both measures predicted the mediation outcome, but its effectiveness was contingent on parent-child agreement. Mediation was most effective when parents and children both reported that parents often discussed advertising. 相似文献
19.
Haagsman Marjolein E. Koster Margot C. Boonstra Johannes Scager Karin 《Journal of Science Education and Technology》2021,30(4):461-470
Journal of Science Education and Technology - Lab activities are characteristic of life science education. In the current study, we investigate whether pre-lab modules can improve students’... 相似文献
20.
Velde Robin van der Blignaut – van Westrhenen Nadine Labrie Nanon H. M. Zweekhorst Marjolein B. M. 《Higher Education》2021,81(6):1157-1175
Higher Education - The flipped classroom is proposed as an answer to challenges in higher education. However, studies that explore its influence on first-year student motivation are largely... 相似文献