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Katrin Hille 《Mind, Brain, and Education》2011,5(2):63-70
Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make sure it happens anyway. We have realized that transferring research into educational practice needs a special research approach, which we suggest could be labeled “translational research” as seen in medical research. We have also realized that transfer requires a special type of scientist. We try to hire generalists who work and think interdisciplinarily and who are committed to providing a service to practitioners. Finally, we feel that neuroscience provides a possible foundation for learning sciences. 相似文献
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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
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We tested a California sea lion for visual oddity learning by presenting problems composed of three two-dimensional black-and-white
stimuli, two identical (S−) and one different (S+). In the first experimental stage, a single problem per session was presented
until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession;
then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only
once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely
new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties
in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage. 相似文献
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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
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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
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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.
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| Sanne ParlevlietEmail: |
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Sanne Cornelia Maria te Wierike Barbara Catharina Helena Huijgen Laura Jonker Chris Visscher 《Journal of sports sciences》2018,36(6):710-716
This study first investigated the importance of ball control and (self-reported) self-regulatory skills in achieving the elite level in basketball. The second aim was to gain insight into the development of, and association between ball control and (self-reported) self-regulatory skills that contribute to achieving the elite level, with taking into account positional differences. Talented male players (N = 73; age 16.56 ± 1.96) completed the STARtest to measure ball control and a questionnaire to measure (self-reported) self-regulation from 2008–2012. Results showed that (self-reported) reflective skills were most important to achieve the elite level (OR = 11.76; P < 0.05). There was no significant improvement in (self-reported) reflection over time for guards, forwards, and centers. Improvement in ball control was evident for guards (r = ?0.65; P < 0.05). Furthermore, guards and forwards had better ball control compared to centers (P < 0.01). For those two positions, negative correlations were found between (self-reported) reflection and ball control, i.e., higher reflection was related to better ball control (guards r = ?0.19; forwards r = ?0.18) in contrast to centers (r = 0.34). It is concluded that (self-reported) reflective skills are important to achieve the elite level, while ball control seems especially important for guards. 相似文献
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