排序方式： 共有31条查询结果，搜索用时 15 毫秒
1.
2.
We investigated whether members of virtual teams from the U.S., India, and Belgium perceived the same interaction behaviors to be critical for team functioning as Dutch members from an earlier study. Thirteen virtual team workers from the U.S., 11 from India, and 11 from Belgium were interviewed by means of the Critical Incident Technique Flanagan [Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358]. The total number of critical incidents from all countries was 493 and most incidents could be grouped into the same 13 categories as those found in the original Dutch study. However, the results showed that the distributions of the critical incidents from the American, Indian, and Belgian respondents differed from those of the Dutch. Indian and Belgian respondents also mentioned a new category of critical incidents: Respectfulness. The cultural differences were interpreted by means of Hofstede's [Hofstede, G. (2001). Cultures consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California, U.S.: SAGE Publications] dimensions. 相似文献
3.
Jeroen J.H. Dekker 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):702-715
The challenge of using images for the history of education and childhood will be addressed in this article by looking at them as representations. Central is the relationship between representations and reality. The focus is on the power of paintings as representations of aspects of realities. First the meaning of representation for images as sources for the history of education and childhood – mirrors of realities, complex symbol systems or representations – is explained. A distinction is made between images of real people and images of patterns of human behaviour and the value of the phenomenon of historical sensation as a methodological instrument for insight in that relationship is dealt with. Second, a specific genre of paintings from the seventeenth century, namely portraits of dead children, will be described and analysed to make clear that their value for the history of education and childhood can be studied adequately only by using those images as representations and by interpreting them within the cultural rules and regulations of time and place. This analysis results in the conclusion that images should be considered in their function as representations of aspects of educational and childhood reality. 相似文献
4.
Monique Pijls Rijkje Dekker Bernadette Van Hout-Wolters 《Educational Studies in Mathematics》2007,65(3):309-329
The study focused on the interaction between two secondary school students while they were working on computerized mathematical
investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn
from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for
students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work.
Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained
more mathematical level raising than the student who did not explain her work frequently or criticize herself. 相似文献
5.
A Process Model for Interaction and Mathematical Level Raising 总被引：4，自引：0，他引：4
In this article we present a process model we have developed for interaction and mathematical level raising. In the process model the focus is on the individual learning process. The model is based on our own research experience and our common interest in individual learning processes. We relate it to other research. The model is meant to show how level raising can be realised by letting students work in small groups on a mathematical problem. 相似文献
6.
This article focuses on how Dutch newspapers represented the debate in the Netherlands in the 1970s on comprehensive education and thus influenced the Dutch Middle School experiment. Wiborg’s identification of key factors of success in Scandinavia was used as a point of reference. The article shows that these key factors did not exist in the Netherlands because of the polarisation of liberals and social democrats. Furthermore, the article shows how newspapers played different roles, varying from disseminators of new ideas to sparking debate and from communicators of political views to a barometer, consequently influencing the political strategies chosen. 相似文献
7.
In this paper we explore the value of theoretical triangulation as a methodological approach for the analysis of classroom interaction. We analyze an excerpt of a whole‐class discussion in history from three theoretical perspectives: interactivity of the discourse, conceptual level raising and historical reasoning. We conclude that using theoretical triangulation enables us to relate the perspectives of the teacher, the students and the domain to each other, which provides us with deeper insight into the complex phenomenon of classroom interaction. The analyses reveal the complexities the teacher faces when trying to elicit and promote collaborative knowledge construction and the dilemma of promoting student participation, on the one hand, and deepening the quality of reasoning, on the other. 相似文献
8.
Stephen L. Walter Diane E. Dekker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,7(2):667-683
In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being
a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard
classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun
to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result
of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction
on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local
language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the
control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino,
neither of which is spoken by children when they begin school. Year-end standardised testing was done in all subjects throughout
grades one to three as a means of comparing the two programme methodologies. 相似文献
9.
Jeroen Dekker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,21(2):77-95
A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers. 相似文献
10.
Monique Pijls Rijkje Dekker Bernadette Van Hout-Wolters 《Learning Environments Research》2007,10(3):223-240
A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: “Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?” Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult. 相似文献