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In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it. 相似文献
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Miranda J. Lubbers Margaretha P.C. Van Der Werf Hans Kuyper A.A. Jolijn Hendriks 《Learning and individual differences》2010,20(3):203-208
Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and academic performance, controlling for cognitive ability, track level, gender, and ethnicity. We investigated this in a nationally representative sample of about 9000 secondary school students in The Netherlands (average age 13 years). Results indicated that all personality traits were related to homework behavior, and that both personality and homework behavior were related to end-of-year grades in math and Dutch language. Nevertheless, homework behavior only partially mediated the relation between personality and grades. 相似文献
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Paul Hendriks Vettehen Johannes Beentjes Koos Nuijten Allerd Peeters 《Mass Communication and Society》2013,16(1):93-112
This study investigates the processes by which competition in the television news market might promote the presence of arousing characteristics in television news. A total of 3,024 news stories from six Dutch television news programs over the period 1990 to 2004 were investigated through content analysis. The findings of the study show overall increases in all 6 arousing characteristics. The findings also show that commercial newcomers included more arousing characteristics in their news stories than the public service broadcasters, that commercial newcomers developed a news format that featured more arousing characteristics, and that existing programs reacted to newcomers by increasing the amount of arousing characteristics in their news stories. 相似文献
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Based on Nonaka’s knowledge spiral, this paper examines how processes of knowledge creation contribute to success in academia.
It presents the outcomes of an in-depth exploration of the workings of the knowledge spiral in a university research institute.
The research shows the outstanding but undervalued importance of socialization processes. It also shows that, while research
success is typically defined at the interplay of the individual, group and institutional levels, in the institute that was
examined none of the four knowledge creation processes (socialization, externalization, combination and internalization) appears
to run smoothly at the institutional level. 相似文献
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Minerva - Clinician scientists have gained institutional support in the era of translational research, as the key solution to closing the ‘translational gap’ between biomedical research... 相似文献
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Alexandra Hendriks 《Critical Studies in Media Communication》2013,30(1):106-123
Although the media effects literature was precocious in its development, appearing almost as soon as the object of its study, researchers have focused on a relatively narrow array of effects. Examples include the effects of violent, pornographic, and sexual content in the media and minority stereotyping. This review demonstrates the need for researchers to construct stronger theories and conduct more programmatic research on another important, yet often ignored, media effect–the effect of ideal televised images on females' perceptions of, and satisfaction with, their own bodies. To accomplish its purposes, the paper begins with a review of the body image literature, including a discussion of current televised representations of female bodies and their effects on body satisfaction. Next, the paper argues that researchers should refer to two prominent media effects theories (cultivation theory and social cognitive theory) to better understand the process by which television influences body image. This latter review leads to ethical considerations and conclusions regarding probable effects of television on women's body satisfaction. 相似文献
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Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献
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