Introduction: Scientific and Technological Textbooks in the European Periphery     

José Ramón Bertomeu-sánchez  Antonio García-Belmar  Anders Lundgren  Manolis Patiniotis 《Science & Education》2006,15(7-8):657-665

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Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice     

Tamara van Gog  K. Anders Ericsson  Remy M. J. P. Rikers  Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed. In their preparation of this article, the first and last authors were supported by an Internationalization grant from the Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010).  相似文献   

Book reviews     

Sixten Marklund  Franz Hilker  Marjorie L. Jenkins  Franklin Parker  Gustav Jahoda  M. J. Langeveld  Karl Henrik Eriksson  Nicholas Hans  Gilbert de Landsheere  Leslie D. Mclean  J. Cambon  A. St. Langeland  S. Wiegersma  Richard F. Goodings  J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251

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Professionalisierung im Sportmanagement     

Georg Anders 《Sportwissenschaft》1998,28(3-4):435-439

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Does immigration background matter? How teachers’ predictions of students’ performance relate to student background     

Axinja Hachfeld  Yvonne Anders  Sascha Schroeder  Petra Stanat  Mareike Kunter 《International Journal of Educational Research》2010,49(2-3):78-91

Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.  相似文献   

Authorship order     

Gert Helgesson  Stefan Eriksson 《Learned Publishing》2019,32(2):106-112

Considering the fact that authorship order plays such a significant role as a basis for scientific merit, this paper looks into the practices of authorship order from a research ethical perspective. We conclude that there is a wide variety of practices and no common understanding of what the different authorship positions signify. Authorship guidelines do not provide much help. We recognize that, regardless of what system for valuing authorship positions is used, it will be misleading and unfair in most applications because relative contributions vary in ways that are not captured by fixed value assignments to authorship positions. In theory, assigning percentage figures reflecting the relative contributions of the authors would solve that problem, but we argue that such a scheme is not likely to work in practice. It can also be questioned whether relative, rather than absolute, contributions should be the basis for scientific merit. Contributorship is discussed as an alternative, but is recognized to be insufficient both in communicating absolute and relative contributions, as standardly used. However, there may be a way forward with contributorship, but then, the level of detail needs to increase considerably and its application be standardized.  相似文献   

Managing the teaching–research nexus: ideals and practice in research-oriented universities     

Lars Geschwind  Anders Broström 《高等教育研究与发展》2015,34(1):60-73

This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff.  相似文献   

‘Happy when they arrive,happy when they go home’ – focusing on promoting children’s mental health creates a sense of trust at preschools     

Katarina Haraldsson  Pernilla Isaksson  Monica Eriksson 《Early Years: An International Journal of Research and Development》2017,37(4):386-399

A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health.  相似文献   

Ethics and technology design     

Anders Albrechtslund 《Ethics and Information Technology》2007,9(1):63-72

This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD) will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call attention to a “positivist problem” that has to do with the connection between the design context and the use context, which VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability. This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism, which can hopefully contribute to the further development of design ethics.  相似文献   

Circuits of Dominance in Education and Poverty: Control Logic and Counter Narrative     

Allison Daniel Anders 《The Urban Review》2011,43(4):528-546

In this article I represented educational narratives from two students who completed college coursework while they were incarcerated in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently, I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’ lives.  相似文献