Two approaches to study the value of art and culture,and the emergence of a third     

Erwin Dekker 《Journal of Cultural Economics》2015,39(4):309-326

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Is that Us? Dealing with the ‘Black’ Pages of History in Historical Fiction for Children (1996–2010)     

Sanne Parlevliet 《Children‘s Literature in Education》2016,47(4):343-356

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Cultural differences in the perception of critical interaction behaviors in global virtual teams     

Daphne M. Dekker  Christel G. Rutte  Peter T. Van den Berg   《Int J Intercult Relat》2008,32(5):441-452

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   

Images as representations: visual sources on education and childhood in the past     

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   

Topic variability and criteria in interpretational history teaching     

Bjorn Wansink  Sanne Akkerman  Theo Wubbels 《课程研究杂志》2017,49(5):640-662

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.  相似文献   

Inhibitory Control Across the Preschool Years: Developmental Changes and Associations with Parenting     

Sanne B. Geeraerts  Joyce J. Endendijk  Maja Deković  Jorg Huijding  Kirby Deater-Deckard  Judi Mesman 《Child development》2021,92(1):335-350

The normative developmental course of inhibitory control between 2.5 and 6.5 years, and associations with maternal and paternal sensitivity and intrusiveness were tested. The sample consisted of 383 children (52.5% boys). During four annual waves, mothers and fathers reported on their children’s inhibitory control using the Children's Behavior Questionnaire. During the first wave, mothers’ and fathers’ sensitivity and intrusiveness were observed and coded with the Emotional Availability Scales. Inhibitory control exhibited partial scalar invariance over time, and increased in a decelerating rate. For both mothers and fathers, higher levels of sensitivity were associated with a higher initial level of children's inhibitory control, whereas higher levels of intrusiveness predicted a slower increase in children's inhibitory control.  相似文献   

Reconstruction of a Collaborative Mathematical Learning Process     

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   

Teacher dilemmas in challenging students in higher education     

Karin Scager  Sanne F. Akkerman  Albert Pilot  Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do.  相似文献   

Hunting Reynard: How <Emphasis Type="Italic">Reynard the Fox</Emphasis> Tricked his Way into English and Dutch Children’s Literature     

Sanne Parlevliet 《Children‘s Literature in Education》2008,39(2):107-120

This article examines adaptations in their capacity of preserving literary heritage. It describes how the Middle Dutch beast epic Reynard the Fox lost its position in literature for adults and became part of a literary heritage that was no longer read but only studied for its historical value. Versions for children kept the story alive. A comparison of English and Dutch adaptations of the beast epic demonstrates the influence of different cultural contexts on transformation strategies used to cross the bridge between the rough medieval satire and children’s literature. While English adaptations affiliated the story to other genres, its status as the embodiment of Dutch national character compelled Dutch rewriters to find a satisfying justification to provide children with a story lead by a remarkably scandalous hero.

Sanne ParlevlietEmail:

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A Process Model for Interaction and Mathematical Level Raising   总被引：4，自引：0，他引：4  

Rijkje Dekker  Marianne Elshout-Mohr 《Educational Studies in Mathematics》1998,35(3):303-314

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