Students embracing change towards more powerful learning environments in vocational education     

Inge Placklé  Karen D. Könings  Wolfgang Jacquet  Arno Libotton  Jeroen J. G. van Merriënboer  Nadine Engels 《Educational studies》2018,44(1):26-44

Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

Model based assessment of learning dependent change within a two semester class     

Nadine Schlomske  Pablo Pirnay-Dummer 《Educational technology research and development : ETR & D》2009,57(6):753-765

The following empirical study examines the acquisition of expertise. The model structures in the domain of empirical methodologies were examined in a time period of two semesters. At each measurement point (N = 5), the model structures of the reference groups were compared with those of the group of learners. The group of learners consisted of (N = 31) students who did not have any experience with research methods and their theoretical foundations. The results indicate that the external criteria enabled a precise assessment of learning dependent model change.  相似文献   

Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness     

Malenfant N  Grondin S  Boivin M  Forget-Dubois N  Robaey P  Dionne G 《Child development》2012,83(4):1332-1346

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.  相似文献   

Acceptance and commitment therapy (ACT) as a career counselling strategy     

P. Nancey Hoare  Peter McIlveen  Nadine Hamilton 《International Journal for Educational and Vocational Guidance》2012,12(3):171-187

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Partition-based Field Normalization: An approach to highly specialized publication records     

Nadine Rons 《Journal of Informetrics》2012,6(1):1-10

Field normalized citation rates are well-established indicators for research performance from the broadest aggregation levels such as countries, down to institutes and research teams. When applied to still more specialized publication sets at the level of individual scientists, also a more accurate delimitation is required of the reference domain that provides the expectations to which a performance is compared. This necessity for sharper accuracy challenges standard methodology based on pre-defined subject categories. This paper proposes a way to define a reference domain that is more strongly delimited than in standard methodology, by building it up out of cells of the partition created by the pre-defined subject categories and their intersections. This partition approach can be applied to different existing field normalization variants. The resulting reference domain lies between those generated by standard field normalization and journal normalization. Examples based on fictive and real publication records illustrate how the potential impact on results can exceed or be smaller than the effect of other currently debated normalization variants, depending on the case studied. The proposed Partition-based Field Normalization is expected to offer advantages in particular at the level of individual scientists and other very specific publication records, such as publication output from interdisciplinary research.  相似文献   

Action research and collaborative research: their specific contributions to professional development   总被引：3，自引：3，他引：0  

Lorraine Savoie‐Zajc  Nadine Descamps‐Bednarz 《Educational Action Research》2013,21(4):577-596

The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. They have been assessed mid‐course with regard to various components of professional development, including the learning taking place, changes made to professional practices and development of the collective competencies. Group interviews were conducted and each participant produced a written summary. The results show that participants’ individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school’s mission and mathematics curriculum. Learning is more relational in the action research project, and more connected to knowledge in the collaborative research project. Tensions are also present. They deal with the need to come up with concrete results, the urgency of action, the need to be open to the unknown, a tacit agreement to expose one’s vulnerability to others, the need for interdependence and for accountability. In conclusion, researchers identify their own sources of tensions and recognize that those types of research are important situations of learning.  相似文献   

Book Reviews     

Keita Takayama  Nadine Dolby 《Asia Pacific Journal of Education》2010,30(2):243-247

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Fat Capital     

Nadine Ehlers 《Journal of Cultural Economy》2015,8(3):260-274

Within the domain of breast reconstruction, abject fat has become a form of biovalue to be harnessed, harvested, and remediated through fat transfer, fat grafting, the therapeutic use of fat stem cells, and fat banking. Each of these technologies deploys fat as capital and promises to return corporeal wholeness following breast cancer surgery. This paper explores the supposed endless malleability of fat and the Promethean dream it represents. In the context of these technologies, the paper asks under what conditions can fat become biovalue; what new corporeal economies are created through the labor of fat; how is this form of biovalue inextricable from the vast circuitry of the breast cancer industry; and how do broader patterns of social dispossession delimit who has access to this dream? It becomes evident that fat gets to be revalued and remediated by women already privileged within circuits of capital, demarcations along lines of race, and notions of normative embodiment. Ultimately, it is the ideal neoliberal subject – one who is ‘able’ to assume responsibility for her own health – that is the inheritor of this dream.  相似文献   

Editorial     

Margaret B. Sutherland  Nadine K. Cammish 《Compare》1997,27(3):243-244

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Reforming teacher evaluation policy: A qualitative study of the principal''s role     

Nadine Binkley 《Journal of Personnel Evaluation in Education》1995,9(3):223-242

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