排序方式： 共有26条查询结果，搜索用时 15 毫秒
1.
Qiyun Wang Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》2007,55(3):275-295
The CASCADE-MUCH system was designed to help teacher-designers in Shanghai, China with the development of instructional scenarios
for multimedia curricula. After four rounds of prototyping, a summative evaluation was carried out to assess practicality.
Results showed that the system was practical for the intended target users in Shanghai and also had potential for users in
other contexts. The purpose of this article is to present the design process of the CASCADE-MUCH program and discuss how the
evolutionary prototyping approach improved program quality and contributed to the designer’s knowledge growth. 相似文献
2.
Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》1999,47(3):77-98
Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development.This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of CASCADE were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency); practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance).The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made. 相似文献
3.
Yi-Hwa Liou Alan J. Daly Esther T. Canrinus Cheryl A. Forbes Nienke M. Moolenaar Frank Cornelissen 《Teachers and Teaching》2017,23(6):635-657
This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs. 相似文献
4.
Nienke Wieringa Fred J. J. M. Janssen Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462
In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made. 相似文献
5.
Meredith Chloé Moolenaar Nienke Struyve Charlotte Vandecandelaere Machteld Gielen Sarah Kyndt Eva 《European Journal of Psychology of Education - EJPE》2023,38(1):43-62
European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school... 相似文献
6.
Susan McKenney Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》2002,50(4):25-35
This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and
Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers
and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of
four related systems for computer supported curriculum development are discussed and approaches to designing tools of this
nature are considered. Following an overview of main findings, this article concludes with thoughts on fruiful directions
for research on computer supported curriculum development, emphasizing the need for increased attention to implementation
and impact studies. 相似文献
7.
Smiddy Nieuwenhuis Tieme W. P. Janssen Denise J. van der Mee Farah A. Rahman Martijn Meeter Nienke M. van Atteveldt 《Mind, Brain, and Education》2023,17(2):123-131
Growth mindset, the belief that personal attributes such as intelligence are malleable, has previously been related to more effort investment. Here, we investigated how undergraduates' mindset (N = 114) relates to the choice to invest effort during an arithmetic task, indexed by whether they make low vs. high effort-related choices. Social cognitive theory suggests that past performance experiences (mastery vs. failure) and physiological state are important sources for competence self-evaluations. Therefore, in addition to mindset, we also investigated how effort-related choices are influenced more dynamically, by failures and physiological responses during the task. Growth mindset and physiological effort mobilization did not predict effort-related choices but making mistakes did predict lower effort choices in the subsequent round. This study further supports the importance of mastery experiences for effort investment and provides a novel approach for integrating different levels of influence on effort-related choices during an educationally-relevant task. 相似文献
8.
Nienke M. Moolenaar Peter J.C. Sleegers Sjoerd Karsten Alan J. Daly 《Educational studies》2012,38(4):355-371
While researchers are currently studying various forms of social network interaction among teachers for their impact on educational policy implementation and practice, knowledge on how various types of networks are interrelated is limited. The goal of this study is to understand the dimensionality that may underlie various types of social networks in schools. We assessed seven types of social interaction using social network data of 775 educators from 53 Dutch elementary schools. The quadratic assignment procedure, multidimensional scaling and network visualisations were used to discern underlying dimensions that may explain the interrelatedness of these seven types of social networks. Findings suggest small to moderate similarity between the seven forms of social interaction. Results support a distinction between instrumental and expressive networks and suggest a second dimension of mutual in(ter)dependence to explain differences in social interaction among teachers. Implications for practice and research on teacher collaboration are discussed. 相似文献
9.
Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of two TDTs assisted by an external facilitator were investigated using a case study approach. The results revealed that support offered to TDTs depended on the contextual boundaries and the focus of the design process. The focus, coherence and form of support affected the opportunities for developing teachers’ design expertise. In both cases, teachers’ curriculum design expertise had grown, whereas their pedagogical content knowledge and subject matter knowledge were hardly developed. Findings show that the most conducive support activities and materials were those that could directly be applied in the design process. 相似文献
10.
Nienke van der Meij 《Sport in Society》2017,20(11):1580-1595
This article examines how young Ghanaian football players and their families actively engage with the processes and decision-making that lead them to migrate internally to academies. In particular, it explores whether moving to an academy is understood within the family setting as a precursor to international migration and as such, might feature as part of a broader household livelihood strategy. Drawing on empirical data collected during nine months of ethnographic fieldwork in Ghana, the article sheds light on the experiences of players who encounter the recruitment processes employed by academies and how these are shaped and informed by Ghanaian family arrangements and in particular the social norm of intergenerational reciprocity. By uncovering these wider dynamics, this study challenges the popular assumption that African youth and their family members unambiguously view academies as vehicles for international migration and future prosperity. 相似文献