Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development     

Sven Veine  Martha Kalvig Anderson  Nina Haugland Andersen  Thomas Christian Espenes  Tove Bredesen Søyland 《International Journal for Academic Development》2020,25(2):147-161

ABSTRACT

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.  相似文献   

Mothers’ search for infant child care: The dynamic relationship between availability and desirability in a continental European welfare state     

Michel Vandenbroeck  Sven De Visscher  Karen Van Nuffel  Johan Ferla 《Early childhood research quarterly》2008,23(2):245-258

The availability, affordability, and desirability of quality child care are matters of concern, especially for children raised in poverty, given the literature showing that young children raised in poverty can benefit from early access to quality care. The unique features of the Brussels context enable us to look at the connection between availability and parental preferences, while ‘controlling’ environmental constraints on costs and quality. We looked at access policies in 83 funded providers, and examined 100 mothers’ search for child care. The results show that quality child care was distributed unequally, favoring higher-income groups. Moreover, the access policies of individual providers furthered the exclusion of lower educated and ethnic minority parents. All parents took into account both quality and pragmatic criteria when looking for early child care, although the value of these criteria may vary according to ethnic background and education. The study also shows that access to and use of good quality care is an interactional process in which the mothers’ preferences and decisions are affected by the availability of care which, in turn, is determined by external conditions.  相似文献   

Instruments for school self-evaluation: lost in translation? A study on respondents’ cognitive processing     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2017,29(4):397-420

School self-evaluation (SSE), as an important leverage for quality assurance, often relies on surveys among staff members to collect information on the schools’ functioning. The extent to which respondents cognitively process items as developers intended them determines the cognitive validity of SSE results. However, it is unclear what problems occur in respondents’ cognitive processes which lead to cognitively invalid SSE results and how respondents’ positions in the school affects these cognitive processes. This study draws on cognitive interviews conducted with 20 teachers and principals to understand their thinking process while answering an SSE survey. Cognitively invalid results were analysed using a content analysis to identify problems in respondents’ cognitive processes. Findings showed that respondents experience semantic and syntactical issues when interpreting items. While elaborating, problems were found regarding items’ topic and focus, particularly concerning whom to make a statement about. Issues also emerged in the response stage, especially that the ‘don’t know’ option was not used as intended. Respondents’ positions influence their understanding about whom a statement is required and how self-evident some items are to them. These problems should be taken into account by developers of SSE surveys and other instruments that intend to measure organisational characteristics.  相似文献   

What pharmaceutical libraries really want     

Henning P. NIELSEN  Sven‐Olaf VOGT 《Learned Publishing》2010,23(1):53-58

The multiplicity of publisher business models and the restrictions of digital rights management systems greatly hamper pharmaceutical companies in the prosecution of their work. We explore the variety of ‘pharma’ needs and the reasons for them. Much progress has been made but more needs to be done. The libraries seek only to satisfy their customer needs while complying with owners' rights.  相似文献   

Samstags um halb 4. Die Geschichte der Fußballbundesliga     

Sven Güldenpfennig 《国际体育史杂志》2013,30(2):372-375

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School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《School Effectiveness & School Improvement》2013,24(4):660-678

ABSTRACT

In order to enhance the quality of education, school self-evaluation (SSE) has become a key strategy in many educational systems. During an SSE process, schools describe and evaluate their own functioning, often by administering questionnaires among teachers. However, it is unknown to what extent SSE questionnaire results are distorted by respondents’ tendencies towards socially desirable responding and their motivation to fill in an SSE questionnaire. This study reports on a path analysis, performed on the results of an authentic SSE with 382 participants. Results indicate that socially desirable responding and motivation have indeed an impact on SSE results. However, the effects are differential and depend on the variable of interest. These findings can have serious implications, and should be taken into account when drawing conclusions and taking (school) policy decisions within the framework of an SSE process.  相似文献   

DO SCHOOLS MAKE A DIFFERENCE IN THEIR STUDENTS’ ENVIRONMENTAL ATTITUDES AND AWARENESS? EVIDENCE FROM PISA 2006     

Liesje Coertjens  Jelle Boeve-de Pauw  Sven De Maeyer  Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522

The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.  相似文献   

„Serious Games — Fußball,Medien und Politik“     

Melanie Haller  Sven Ismer 《Sportwissenschaft》2007,37(1):88-92

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Xenophobia and right-wing-extremism in German youth groups — Some evidence against unidimensional misinterpretations     

Wolfgang Frindte  Friedrich Funke  Sven Waldzus 《Int J Intercult Relat》1996,20(3-4)

The antecedents of violent and xenophobian orientations among young people have been extensively studied after the German reunification, producing various complementary or contradictory theoretical approaches. The present study presents statistical analyses of survey data collected from 1,177 adolescents in six German towns. These serve as the base for a bidimensional structural analysis of extreme right-wing orientation. The overlap between extreme right-wing social orientation and variables, such as gender, educational level or affinity to various youth cultures is analyzed and discussed. It is shown that there is a great danger of misinterpretation if one tries to generalize isolated results concerning xenophobian and violence-related orientations among German youths.  相似文献   

The Impact of Personality,Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace     

Tine van Daal  Vincent Donche  Sven De Maeyer 《Vocations and Learning》2014,7(1):21-40

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers’ participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders (Belgium) participated in this exploratory study. They completed a questionnaire consisting of different instruments to map their personality (NEO-FFI), goal orientation (adaptation of Achievement Goal Questionnaire), self-efficacy (Teachers’ Sense of Efficacy Scale) and participation in learning activities (adaptations from different scales). Results of multivariate regression analyses indicate that conscientiousness, extraversion and openness have a positive effect on teachers’ participation in learning activities in the workplace. However, learning orientation and self-efficacy are found to be better predictors for participation in experimentation, informal interaction and selfregulation. Analysis using structural equation modeling reveals an indirect relationship between extraversion and self-regulation, mediated by self-efficacy. Learning orientation mediates the impact of conscientiousness on informal interaction. As teachers’ goal orientation and self-efficacy can be influenced, school policy makers should reflect upon ways on how teachers’ goal orientation and self-efficacy can further be enhanced.  相似文献