排序方式： 共有24条查询结果，搜索用时 15 毫秒
1.
2.
Biofuel production has recently attracted much attention. Some anticipate substantial social and environmental benefits, while at the same time expecting sound profitability for investors. Others are doubtful, envisaging large trade-offs between the pursuit of social, environmental and economic objectives, particularly in poor countries in the tropics. The paper explores these issues in Tanzania, which has been an African forerunner in the cultivation of a bio-oil shrub called Jatropha curcas L. We trace how isolated Jatropha biofuel experiments developed since early 2005 towards a sectoral production and innovation system, and we investigate to what extent that system has been capable of developing and maintaining sustainable practices and producing sustainable outcomes. The application of evolutionary innovation theory allows us to view the developments in the sector as a result of evolutionary variation and selection on the one hand, and revolutionary contestation between different coalitions of stakeholders on the other. Both these processes constitute significant engines of change. While variation and selection are driven predominantly by localised technical and agronomic learning, the conflict-driven dynamics are highly globalised and occur primarily as a result of reflexive learning about problematic sustainability impacts. The sector is found to have moved some way towards a full sectoral innovation and production system, but it is impossible to predict whether a viable sector with a strong “triple bottom line” orientation will ultimate emerge, since many issues surrounding the social, environmental and financial sustainability still remain unresolved, especially relating to local and global governance. 相似文献
3.
Nóra Szabó Maja Deković Chantal van Aken Marjolein Verhoeven Marcel A.G. van Aken Marianne Junger 《Early childhood research quarterly》2008
Negative behavior toward the mother during toddlerhood might be a marker of increased risk for maladjustment. The aim of the present study was to examine the possible antecedents of toddler boys’ negative behavior observed in interaction with the mother: child temperament, and maternal behavior toward the child. We studied the moderating and mediating role of two dimensions of maternal behavior, sensitivity and intrusiveness, in the relationship between children's temperamental traits (frustration, soothability and activity level), on the one hand, and child negative behavior, on the other hand. The sample consisted of 112 mother–son dyads observed when the child was 17 months old. A temperament questionnaire was completed by the mothers. Child negative interactive behavior, maternal sensitivity and intrusiveness were observed at home during a 13-min play session. Maternal sensitivity was negatively related to child negative interactive behavior regardless of child temperament. Maternal intrusiveness, however, moderated the relation between activity level and negative behavior, i.e., children with high activity level showed higher levels of negative behavior especially when the mother was highly intrusive. Furthermore, maternal intrusiveness acted as a mediator in the relation between soothability and negative behavior, i.e., low soothability was linked to higher maternal intrusiveness, which in turn was associated with higher negative behavior. 相似文献
4.
Marjolein Dobber Sanne F. Akkerman Nico Verloop Wilfried Admiraal Jan D. Vermunt 《Learning Environments Research》2012,15(3):279-297
It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can be optimised, aiming at an improvement in the shared domain, group identity and shared interactional repertoire of these groups. We included four types of groups: subject matter groups, research groups, mentor groups and reflection groups. Focus groups with teacher educators, student teachers and community experts were conducted to gather ideas for the improvement of the institutional design for community development. Combining these ideas with the research literature, we formulated a list of design principles for each of the types of groups. In conversations with teacher educators, the viability of these principles was reviewed, resulting in particular sets of design principles for each group. These sets consist of principles which are already used within the groups, as well as principles that are completely new to the groups. The design arrangement for the mentor group consists of the largest number of design principles, while the smallest number of principles are applicable to the research group. The procedure used in this study can serve as an example of how to create a design aimed at the development of student teacher groups as social and collaborative learning environments. 相似文献
5.
Central in this study is the degree to which the pedagogical‐didactical approach in undergraduate programmes aligns with the pedagogical‐didactical approach in secondary schools, and how this is related to first‐year achievement. Approaches to teaching at secondary schools and in first‐year university programmes were examined by interviewing school management, school teachers and university lecturers. The teaching approaches found within the schools were contrasted against the academic teaching approaches, resulting in four types of fit. With multiple regression analysis the relationships between these four types of fit, gender, prior achievement and first‐year achievement were examined. The results showed that prior performance is positively related to first‐year achievement, as well as a fit characterised by more student‐centred teaching in the first year compared to the approach to teaching at secondary school. 相似文献
6.
The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education reforms, in this article we examine teachers' beliefs and opinions about standardised tests and test-based accountability. We analyse a comparative study on interpretations and experiences of standardised testing and test-based accountability demands of compulsory education teachers in Chile and Norway. These cases were selected following a most-different-systems design approach. The data was derived from an electronic survey (n = 2,531) and in-depth interviews (n = 41). The analysis shows how in both contexts, teachers are relatively critical about the validity, usefulness and fairness of standardised tests. This indicates lacking teacher trust in standardised testing and test-based accountability. Still, despite similar trends, some key differences in the beliefs of Chilean and Norwegian teachers are found, which highlight the influence of the sociocultural context in shaping teachers' beliefs. By illuminating how teachers in different contexts make sense of test-based accountability, our analysis contributes to the understanding of why the often-reported mismatch between policy expectations and policy outcomes might occur. 相似文献
7.
Marjolein Versteeg Anne Hafkemeijer Arnout Jan de Beaufort Paul Steendijk 《Mind, Brain, and Education》2021,15(1):129-138
Obtaining adequate understanding of scientific concepts is considered challenging due to learners' misconceptions about natural phenomena. Misconceptions may coexist with scientific knowledge in the brain. Therefore, misconceptions must be cognitively inhibited in order to select the scientific knowledge. There is, however, lack of substantial neuroscientific evidence supporting this hypothesis. In this study, we sought for this evidence by investigating medical students who solved a cardiovascular conceptual problem in a magnetic resonance imaging scanner. Brain activation was compared between understanders who had the scientific knowledge, and misunderstanders who held a misconception. No significant activation was found in brain areas related to cognitive inhibition in understanders compared with misunderstanders. Therefore, we could not confirm the idea that cognitive inhibition is involved in overcoming a misconception. Instead, we found that the putamen was significantly activated in misunderstanders compared with understanders, suggesting a role for episodic memory in learners holding a misconception. 相似文献
8.
Sanne M. Kuster Marjolijn van Weerdenburg Marjolein Gompel Anna M. T. Bosman 《Annals of dyslexia》2018,68(1):25-42
In two experiments, the claim was tested that the font “Dyslexie”, specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n?=?170) did not read text written in Dyslexie font faster or more accurately than in Arial font. The majority preferred reading in Arial and preference was not related to reading performance. In Experiment 2, children with (n?=?102) and without dyslexia (n?=?45) read word lists in three different font types (Dyslexie, Arial, Times New Roman). Words written in Dyslexie font were not read faster or more accurately. Moreover, participants showed a preference for the fonts Arial and Times New Roman rather than Dyslexie, and again, preference was not related to reading performance. These experiments clearly justify the conclusion that the Dyslexie font neither benefits nor impedes the reading process of children with and without dyslexia. 相似文献
9.
Mechteld F. van Kuijk Marjolein I. Deunk Roel J. Bosker Evelien S. Ritzema 《School Effectiveness & School Improvement》2016,27(2):135-156
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition. 相似文献
10.
Marjolein Torenbeek Ellen P.W.A. Jansen W.H. Adriaan Hofman 《School Effectiveness & School Improvement》2013,24(4):351-370
The study presented here is an elaboration on recent educational effectiveness research focusing on long-term school effects. Central in this study is the approach to teaching at secondary schools and its relation to student perception of the fit between school and university and 1st-year academic achievement. Based on previous research, a coding scheme is developed to classify pre-university schools based on the approach to teaching in the upper 3 years. Schools are scored according to this coding scheme and grouped with hierarchical cluster analysis, resulting in 3 groups: 1 characterized by a strong teacher-regulation approach, 1 with a shared regulation approach to learning, and 1 intermediate group. Multiple analysis of covariance shows differences between school clusters regarding student 1st-year achievement in soft science programmes. 相似文献