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2. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
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The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
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- 2022
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3. Tablet Assessment in Primary Education: Are There Performance Differences between TIMSS' Paper-and-Pencil Test and Tablet Test among Dutch Grade-Four Students?
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Hamhuis, Eva, Glas, Cees, and Meelissen, Martina
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Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so-called "mode effect," which refers to the possible impact of using computer-based tests (CBT) instead of paper-and-pencil-based tests (PBT) to assess student performance. Some researchers suggest that the occurrence of a mode effect might be related to the type of device used, the subject being assessed and the characteristics of both the test and the students taking the test. The international TIMSS 2019 Equivalence Study offered the opportunity to explore possible performance differences between a PBT and a tablet assessment in mathematics and science among Dutch primary school students. In the spring of 2017, the TIMSS PBT and tablet test were administered to 532 grade-four Dutch students. Item response theory was used to explore potential mode effects. This exploration revealed no significant differences in the student ability scales between the paper and the tablet tests for mathematics and science. Also, no systematic mode effects were found for the items with high reading demand. A marginal difference was found for girls outperforming boys on the TIMSS tablet test, although no gender differences in achievement were found for the PBT.
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- 2020
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4. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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5. Dilemmas of Central Governance and Distributed Autonomy in Education. OECD Education Working Papers, No. 189
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Organisation for Economic Cooperation and Development (OECD) (France), Frankowski, Andrea, van der Steen, Martijn, Bressers, Daphne, Schulz, Martin, Shewbridge, Claire, Fuster, Marc, and Rouw, Rien
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Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: 'traditional public administration', 'new public management', 'network governance' and 'societal resilience'. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation.
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- 2018
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6. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
7. The Dutch Experience with Weighted Student Funding: Some Lessons for the U.S. Working Papers Series. SAN09-03
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Duke University, Sanford School of Public Policy, Ladd, Helen F., and Fiske, Edward B.
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Policy makers and educators in the U.S. have recently shown considerable interest in the concept of weighted student funding (WSF) as a means of financing primary and secondary schools. WSF appeals both to conservatives, who see it as a way to promote parental choice and school autonomy, and to progressives, who are attracted by the call of extra funds for challenging-to-educate students. This paper draws lessons for the U.S. from the Netherlands, which has long experience with WSF. We find that, while WSF has succeeded in directing significant amounts of additional funds to primary schools serving educationally disadvantaged pupils, this policy has been shaped by contextual factors that differ in important respects from those in the U.S. These include a deeply embedded right to parental choice, a centralized funding system, a political system that fosters policy stability, and a national value system that accepts pluralism and encourages tolerance and fairness. (Contains 12 footnotes.)
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- 2009
8. Weighted Student Funding for Primary Schools: An Analysis of the Dutch Experience. Working Paper Series. SAN09-02
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Duke University, Sanford School of Public Policy, Ladd, Helen F., and Fiske, Edward B.
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In recent years, policy makers and educators in the U.S. have begun to show considerable interest in the concept of weighted student funding as a means of financing primary and secondary schools. Weighted student funding (WSF) has three main elements. Money follows students on a per student basis to the schools they attend, the per student amount of the funding differs with the educational needs of the student, and schools have the flexibility to use the money in whatever way they wish. Although a relatively new idea in the U.S., weighted student funding has a long history in the Netherlands. The Dutch program is impressive not only because many disadvantaged students bring with them almost twice as much funding as regular students, but also because the system has sustained political support over a long period of time. Our analysis of the Dutch system shows that schools with high proportions of weighted students in the country's four big cities have access to substantially more resources that schools with few weighted students. In particular, the high weight schools have 57 percent more teachers per pupil on average as well as almost twice as many additional support staff per teacher. These additional resources notwithstanding, we find that weighted student funding does not assure equal quality schooling, which we take as the minimal goal of such a policy. In particular, the quality of education in the high weight schools, as measured by the standardized evaluations of the Dutch Inspectorate of Education, on average falls short of that in the low weight schools. This basic finding about school quality, as well as other considerations, suggests that although weighted student funding has the potential to generate some major equity gains over the current U.S. system of funding schools, it is not the "100 percent solution" as claimed by some of its U.S. supporters. Moreover, there is no guarantee that any significant movement in the direction of student funding in the U.S would be accompanied by the highly progressive weights that are central to Dutch system. (Contains 43 footnotes, 10 figures, and 7 tables.)
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- 2009
9. El Ambiente del Nino (The Environment of the Child). Occasional Paper No. 6.
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Bernard Van Leer Foundation, The Hague (Netherlands). and Nunes, Terezinha
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This Spanish-language report offers a framework for the analysis and evaluation of intervention on children's behalf against which to analyze actions upon their environment. The first section looks at the complex issue of defining suitable child development outcomes for intervention programs, noting that because the concept of childhood varies across cultures and classes, definitions of developmental outcomes need to take into account cultural and class variables. The second section examines two examples of environmental conditions that threaten children's development, poverty and prejudice, and explains how both situations involve complex systems of adverse circumstances that tend to be chronic and that interact in a multiplicative fashion with respect to negative effects on children's development. The third section summarizes briefly the characteristics of a general model for planning and analyzing the results of interventions on children's behalf, recommending that interventions: (1) be child-centered; (2) be culturally sensitive; (3) be multi-faceted to combat multiple affiliations; (4) support families, improve health care and school, and enhance neighborhood conditions; and (5) demolish societal barriers to child development. An afterword examines the implications of the findings for future program development. Contains 90 references. (AP)
- Published
- 1994
10. Internet Versus Paper Mode of Health and Health Behavior Questionnaires in Elementary Schools: Asthma and Fruit as Examples
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Mangunkusumo, Resiti T., Duisterhout, Joop S., de Graaff, Nijs, Maarsingh, Erik J., de Koning, Harry J., and Raat, Hein
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The Internet has become an inevitable tool for collecting health and health behavior questionnaires. This study compared the feasibility, presence of score differences, and subjective evaluations by children between Internet and identical paper (asthma/fruit) questionnaires in elementary schools. A randomized crossover design was applied, with children starting with one administration mode before completing (5 minutes later) the other mode. Ten Dutch elementary schools with 270 school children (fifth grade, 10-12 years) were approached to participate. Response was 92%. The Internet mode had significantly less missing/nonunique answers than the paper mode (p less than 0.01). The completion times did not differ significantly between the Internet and the paper mode. Except for perceived self-efficacy to eat sufficient fruit (p less than 0.05), no differences in the asthma and fruit scores were found when comparing between the 2 modes. All variables showed strong intraclass correlation coefficients (166 greater than or equal to 0.64) between modes. Most items had good to very good agreement (kappa 0.61-0.95). The percentages for global and exact agreement ranged per item from 61.3 to 100. Most children preferred the Internet mode on "general preference" and "'ease of use" aspects but rated no preference on "understandability." The majority rated the evaluation aspects of the Internet mode positively. Thus, Internet administration of a health and health behavior questionnaire is feasible at elementary schools, gives comparable responses, and is well accepted and preferred by children compared to the paper version. Therefore, it is recommended to use Internet as a tool in health and health behavior research among children.
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- 2006
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11. Family Policies and Academic Achievement by Young Children in Single-Parent Families: An International Comparison. Population Research Institute Working Paper.
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Pennsylvania State Univ., University Park., Pong, Suet-ling, Dronkers, Jaap, and Hampden-Thompson, Gillian
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This study investigates the differences in the degree of low academic achievement of third and fourth graders living with single-parent families from 11 industrialized countries. The United States ranks first among the countries compared in terms of the achievement gap for children in single- and two-parent families. After controlling for individual and family variables, the gap in the United States shrinks somewhat, but American single-parent children are still more disadvantaged than those in the other countries. Following a cross-national multilevel analysis, which includes family policy and demographic variables at the national level, the study finds single parenthood to be less detrimental where there are family policies equalizing resources between single-parent and other families, such as family or child allowances and parental leave. It also finds that single parenthood is most detrimental for academic achievement in those countries where the percentages of single-parent families are the highest. Findings suggest that policies aimed at increasing family income can offset the detrimental achievement consequences of single parenthood. (Contains 63 references.) (Author/SM)
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- 2002
12. Successful Telecollaboration Exchanges in Primary and Secondary Education: What Are the Challenges?
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Jauregi, Kristi and Melchor-Couto, Sabela
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The TeCoLa project promotes telecollaboration to foster meaningful foreign language learning particularly in secondary schools throughout Europe. In 2018, a number of pilot experiences are being conducted. This paper focusses on one of these pilot experiences, where learners from a Dutch secondary school and a Spanish primary school telecollaborated in Spanish and English by carrying out four tasks (creation of vlogs) asynchronously and sharing them in their group's Padlet wall. Different sources of data were gathered (recordings, surveys, and interviews) in order to be able to disentangle the factors that might play a role in successful telecollaboration exchanges and language learning experiences. Overall learners seemed to enjoy the experience, but the Spanish participants found the exchanges much more meaningful than the Dutch ones. This might well be related to the autonomy given to the students, who might have needed further guidance to benefit fully from the exchange. [For the complete volume of short papers, see ED590612.]
- Published
- 2018
13. Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2022
14. The Project: Education and Social Environment, Rotterdam (The Netherlands). Management Assessment Paper.
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Rotterdam School Advisory Service (Netherlands)., Rotterdam City Council (Netherlands)., and Creemers, Bert P. M.
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This report describes the development, implementation, and evaluation of programs designed to improve the educational opportunities of working class children in Rotterdam, the Netherlands. First, an overview of the objectives, program types, timetable and organizational structure is presented. Secondly, programs are described according to three broad categories: (1) development of thought structures; (2) social development; and (3) mastery learning in reading, mathematics, and language. A model for summative evaluation is presented in terms of sixteen variables, including socioeconomic status, cultural and educational background of parents, motivation, and emotional and cognitive development of participating students. A list of references is appended. (JCD)
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- 1976
15. International Federation of Library Associations Annual Conference Papers: Libraries Serving the General Public Division: Children's Libraries Section (47th, Leipzig, East Germany, August 17-22, 1981).
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International Federation of Library Associations, The Hague (Netherlands). and Geradts, Alice
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These seven papers from the section on children's libraries address such topics as library services for children, training of children's librarians, outreach programs for children, bibliographic instruction, and children's literature. Titles of the presentations are "Children's Libraries Information Services to Children, Adults and Institutions," by Alice Geradts, The Netherlands; "Children's Library Users--Are They Adults?" by Malin Koldenius, Sweden; "Information and Documentation on Children's and Youth Literature in the GDR," by Heinz Wegehaupt, East Germany; "Information Concepts and Skills for Schoolchildren: An International Study on Instructional Materials and Their Development," by Ann Irving, England; "Development of Children's Literature in Thailand," by M. L. Joy Nandhivajrin; "Information Services for Children, Adults, Institutions and Organizations in the Context of Library Work with Children in the German Democratic Republic," by Irmgard Dressler, East Germany; and "Education and Training of Children's Librarians," by Aase Bredsdorff, Denmark. (RBF)
- Published
- 1981
16. Affect Detection in Home-Based Educational Software for Young Children
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Smeets, Roger, Broaekman, Francette, and Bouwers, Eric
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Research on automated affect detection in educational software using play log data has shown promising results. Yet most studies use classroom-based software designed for adolescents or adults. In this paper, we aim to detect affection in an online educational platform primarily aimed at home use by young children. This presents two challenges: we have to rely on a self-report instrument of affect that users can utilize at home, and we have to make sure that this instrument is properly understood by children. To this end, we developed and validated an emoticon-based self-report instrument to derive ground-truth labels of four emotions: Joy, frustration, confusion, and boredom. Training a number of different classifiers for automated affect detection yields promising results, in particular for detecting joy and frustration. [For the full proceedings, see ED599096.]
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- 2019
17. Implementation and Experimental Evaluation of School-Based Intervention Programs Promoting Adolescent Mental Health: Lessons Learned
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Amanda W. G. van Loon, Hanneke E. Creemers, Simone Vogelaar, Nadira Saab, Anne C. Miers, P. Michiel Westenberg, and Jessica J. Asscher
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Targeted school-based programs seem to be a promising approach to help adolescents in need. Nevertheless, successful implementation and evaluation of such programs is challenging. However, there is limited knowledge about (overcoming) the challenges of implementation and experimental evaluation of school-based programs. The goal of the present paper is, therefore, to improve future research by describing the challenges encountered and lessons learned during two randomized controlled trials (RCTs) to study the effectiveness of two skills-training programs reducing school or social stress. In this way, we aim to inform others who plan to implement and evaluate such programs in schools using an RCT design. Some of the challenges encountered apply to all effectiveness studies, such as the recruitment and retention of participants; others are more "intervention at school" specific, such as scheduling the programs and assessments. Our experiences show that it is possible to effectively implement and evaluate targeted programs promoting adolescent mental health in secondary schools with RCTs, even during a worldwide health pandemic, but that it requires investing sufficient time in keeping close and regular contact as well as clear communication between the involved parties. Moreover, high levels of flexibility are needed in adjusting scheduled meetings for intervention and research while keeping track of the entire process for each school and individual participant.
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- 2024
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18. Towards Perspectives for Research, Policy and Practice: Rethinking Educational Inequality and Segregation in Dutch Primary Education
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Willem R. Boterman and Guido Walraven
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Recent discussions in science, politics and society offer starting points for rethinking the approach to the wicked problem of educational inequality. In our paper, we want to do this by reviewing research, policy and practice in primary education in the Netherlands. Our reflections are first focused on the state of the art in research and the complex educational system from a theoretical perspective (section 2); next we focus on examples of how educational inequality and segregation in policy and practice are addressed in the Netherlands (section 3). Finally, we discuss the new methodological approaches that should be complemented with a new philosophical perspective on segregation and inequality in public policy (section 4). We develop new perspectives using the Netherlands as a specific case study, expecting our perspectives have a more general meaning and might also be useful in the fight against educational inequality and segregation elsewhere.
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- 2024
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19. Barriers to Collaboration between School Teachers and Child Care Workers: Implications for HRM and School Leadership
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Rachel Verheijen-Tiemstra, Anje Ros, Marc Vermeulen, and Rob F. Poell
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Purpose: Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework. Design/methodology/approach: Quantitative and qualitative data were collected amongst staff in 16 child centres offering joint pre-school, education and childcare. Findings: The authors' findings suggest that in general, both teachers and childcare workers perceive themselves as skilled and motivated for collaboration. They perceive aspects of opportunity to perform as most important barriers. Practical implications: Based on this research, school leaders are advised to organise opportunities for collaboration, especially by fostering an inclusive organisational climate and scheduling sufficient time for collaboration. Originality/value: This paper contributes to the relatively scarce body of research on HRM within the education sector. Furthermore, it illustrates the applicability of the AMO model for gaining insight into how educational management can be utilised to foster increased collaboration between teachers and childcare workers.
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- 2024
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20. School Climate and Immigrant Students' Dispositions toward Their Countries of Settlement: Evidence from Europe
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Gibbs, Norman Paul and Pivovarova, Margarita
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In this study, we extend prior research in the role of school climate in civic education by exploring the relationship between immigrant students' experiences of bullying and their attitudes toward their countries of settlement. Using the 2016 IEA International Civic and Citizenship Education Study, we employ a multiple regression analysis with country fixed effects to this large-scale assessment, finding that first-generation immigrants who experience a positive school climate were likely to report nearly as positive an attitude about the nation as native-born students. However, this positive outlook is negated by the abusive experiences some students encounter in schools, suggesting the critical role of schools as bridges--or barriers--in the national attachment of immigrant students to their countries of settlement.
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- 2021
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21. On the Search for Gender-Related Differences in Dutch Primary Mathematics Classrooms
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Van den Heuvel-Panhuizen, Marja
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This paper reports on a study carried out in the Netherlands which is aimed at finding an explanation for the curious evidence that the reformed approach to mathematics education appears to have a less positive influence on girls' results. Over and over it turns out that girls' achievement scores in primary mathematics are lower than those of boys. The research started with 5000 schools and ended up with 4 schools. The paper focuses on the last part of this zooming-in research in which the classroom observations took place. By means of these observations a number of classroom characteristics, which make the teaching less optimized for girls and may cause their mathematics scores to be lower, have been traced. (Contains 1 table.) [For complete proceedings, see ED500860.]
- Published
- 2003
22. Evaluation of a Training Program for Primary School Principals.
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Ballet, Katrijn, Vandenberghe, Roland, Kelchtermans, Geert, and Verbiest, Eric
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This paper evaluates an intensive 2-year Dutch training course, "Magistrum," as one possible answer to the training needs of principals. The paper posits the following question: "Is the Magistrum, as an illustrative example of an intensive training, an effective answer to the principals' need for professional development?" Preliminary findings are reported because data analysis is still in progress. The paper briefly describes the conceptual framework, with the central idea of professional development as an interactive and contextualized learning process. Next, it reports on the specific research approach in the study, that of semistructured interviews. The data suggest the Magistrum is a "timeout" for principals; the training offers them ways to "refuel." They can take a break while studying new theories, skills, and visions, all of which happen in intensive exchanges with other principals coping with the same challenges. Two patterns emerged in the meanings of "timeout": the acquisition of new knowledge, skills, and insights before principals returned to their schools; and a period of time that leads to more fundamental and pivotal changes in perspective. An appendix contains a description of the training program. (Contains 61 references.) (DFR)
- Published
- 2000
23. Learning Mathematics with Picture Books
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van den Heuvel-Panhuizen, Marja, Elia, Iliada, and Robitzsch, Alexander
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This paper describes a field experiment with a pretest-posttest-control group design in which the potential of reading picture books to children for supporting their mathematical understanding was investigated. The study involved 384 children from eighteen kindergarten classes in eighteen schools in the Netherlands. Data analyses revealed that the experimental group showed a significantly larger increase than the control group in their mathematics performance in a project test containing items on a variety of mathematical topics including arithmetic, measurement, and geometry. [For the complete proceedings, see ED597799.]
- Published
- 2014
24. Election Simulations in Civic Education in the Netherlands: An Opportunity for Meaningful Democratic Learning?
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de Groot, Isolde
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Election simulations are considered a viable tool to instigate democratic learning in schools. This paper reports an explorative qualitative inquiry into one type of simulation project: mock-elections (ME). Main objective was to gain an insight into the organization of ME-practices in eight schools in the Netherlands in 2012. Thematic analysis of interviews with teachers and materials revealed how student roles in the organization could be classified as being organizer, assistant and recipient. Prevailing types of activities concerned a one-lesson assignment on party programs and personal interests, and discussion of political news items. Discussion of the ME-practices in light of CDC-theory suggests that meaningful democratic learning can benefit from strengthening student participation in the organization and introducing (peer-) assessments.
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- 2017
25. Two Cultures, Two Dialogists and Two Intersecting Theories
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Ravenscroft, Lesley
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This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)
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- 2012
26. Effects of Pandemic-Related School Closures on Pupils' Performance and Learning in Selected Countries: A Rapid Review
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Zierer, Klaus
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The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children's and young people's learning performance is important in view of the time pressure under which educational policy decisions have to be taken. The rapid review presented in this paper delivers evidence on the effects of school closures to contain the coronavirus pandemic in the spring of 2020 on children's and young people's learning performance in five countries (USA, Belgium, the Netherlands, Switzerland and Germany).
- Published
- 2021
27. Minority Language Rights to Education in International, Regional, and Domestic Regulations and Practices: The Case of Frisian in the Netherlands
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Bayat, Zoha, Kircher, Ruth, and Van de Velde, Hans
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This paper examines minority language education in the Dutch province of Fryslân from a rights-based approach. To conduct the analysis, we employed a qualitative (legal) content analysis. We explored minority language rights at different levels to answer the following question: To what extent are international and regional standards on minority-language education applied domestically to education in Frisian and through the medium of the Frisian language? We discuss the historical trends in the international community regarding minority-language education and elaborate specifically on the Netherlands' shifting approach on the matter. Our analysis of international, regional, and domestic regulations shows that the issue of exemptions and the reduction in the Frisian core objectives have weakened the position of Frisian in education. Owing to the lack of proper implementation of the current regulations, the Netherlands has been deficient in fulfilling the right to mother-tongue education in Frisian primary schools. The analysis further shows that the Netherlands do not treat Frisian education as a right. Legal solutions to remedy this situation are discussed.
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- 2023
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28. Groundwork: Preparing an Effective Basis for Communication and Shared Learning in Design and Technology Education
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Looijenga, Annemarie, Klapwijk, Remke, and de Vries, Marc J.
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In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn. Furthermore, students are empowered to treat an activity as a means rather than an end. The interaction acts as groundwork in advance of the assignment. Groundwork is something that is done at an early stage and that makes later work or progress possible. Literature does however not cover the groundwork topic for children in the four-eight year age bracket. Therefore a model for the groundwork phase, consisting of five components, was designed and tested. The components are: context, communication, integration of acting and thinking, presentation of instruction and presentation of the problem. In this paper two case-studies, which handle groundwork in different ways, are described. The groundwork was in both cases addressed in group activities, aiming to prepare students to commence a process of learning. The cases show that, when used in combination, the five components appear to make groundwork successful. Careful communication gave added value. A communication link was configured between teacher and learner, between learners, and between subject and learner. Through groundwork the teacher shared both thoughts and knowledge with the students and this created a base for effective classroom communication and a common approach.
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- 2016
29. From Informal Strategies to Structured Procedures: Mind the Gap!
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Anghileri, Julia and Beishuizen, Meindert
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This paper explores written calculation methods for solving division problems used by students in England and the Netherlands at two points in the same school year. It analyzes informal strategies and identifies progression toward more structured procedures that result from different teaching approaches. Comparison of the methods used by fifth grade students in the two countries shows greater success with the Dutch approach, which is based on careful progression from informal strategies to more structured and efficient procedures. This success is particularly significant for the girls in the sample. For the English students, whose written solutions largely involve the traditional algorithm, the discontinuity between the formal computation procedure and informal solutions strategies presents difficulties. In addition to the influences of different teaching approaches, strategies and facilities are associated with the presence or absence of a context and the nature of the numbers involved. (Contains 32 references.) (Author/SM)
- Published
- 2001
30. Development and Preliminary Validation of the Moral Authorship Questionnaire
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Gertsen, Rob, Klaassen, Sharon, and Butter, René
- Abstract
Background: When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral abilities to make their work not only successful, but also right. To map these moral abilities, we developed the Moral Authorship Questionnaire for self-assessment. Objective: This paper reports the initial test of the structural validity and reliability of the developed self-assessment questionnaire. Setting: Dutch student teachers, novice teachers and more-experienced teachers in primary and secondary education participated in this research. Method: To test the psychometric qualities of the attitude scales, we used Confirmatory Factor Analysis (CFA) and Pearson correlations. Results: The initial test resulted in reliable and valid subscales consisting of 69 Likert items in the renewed questionnaire. Next, the Pearson correlation between the subscales was calculated. Finally, the Pearson correlations between the domains were calculated to validate the construct of Moral Authorship. Conclusion: The test results show that the six tasks of moral authorship can be measured using Likert items. The questionnaire can be used as a tool for self-assessment and reflection on one's moral abilities in one's professional learning environment. Further testing to adjust the questionnaire is needed to improve the personal moral authorship profile, or 'the moral selfie'.
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- 2022
- Full Text
- View/download PDF
31. Community Outreach Projects as a Sustainable Way of Introducing Information Technology in Developing Countries
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Zlotnikova, Irina and van der Weide, Theo
- Abstract
The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania.
- Published
- 2015
32. The School Principal as Coach.
- Author
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Veenman, Simon
- Abstract
This paper describes the preliminary findings of a training program to develop skills of Dutch primary school principals in coaching teachers for improved teaching. The major research questions addressed whether the 28 school principals who participated in the training program implemented the target coaching skills whether teachers coached by the trained school perceived a change in the coaching skills of the school principals. A training manual was developed and used in a one-day workshop for the principals focusing on skills relevant to the confrontational conference, pre-conference, observation, and post-conference. A quasi-experimental, treatment-controlled group investigation was used to test the effects of the training program. The coaching of trained versus untrained school principals (n=21) was rated by expert judges. Then the coaching of the trained versus untrained school principals was rated by the coached teachers. Based on the pre- and post-training ratings of coaching conferences, a significant treatment effect was found in regard to coaching skills concerned with the development of autonomy (empowerment), feedback, and agreement on classroom observational goals. Although the training was directed at the functions of consulting and confronting, the majority of the school principals conducted coaching conferences that emphasized consulting. (Contains 31 references.) (JLS)
- Published
- 1996
33. Long-Term Effects of a Staff-Development Program on Effective Instruction and Classroom Management for Teachers in Multi-Grade Classes.
- Author
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Veenman, Simon and Raemaekers, Jan
- Abstract
This paper describes the long-term effects of a staff-development program, "Dealing with Multi-Grade Classes," based on selected findings from teaching-effectiveness research in schools with multi-grade or mixed-age classes. The short-term effects were examined in two studies conducted in 1986-87 and 1989-90. In 1992 a follow-up study was conducted. A quasi-experimental, treatment-control group design was used to test the long-term effects of the program and the effects of coaching. Based on pre- and post-training classroom observations, the follow-up study revealed a significant treatment effect for the time-on-task levels of the pupils in the multi-grade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and un-coached teachers and between the teachers who received the training program either 2 or 5 years ago. No significant differences were found between the post-test and retention test scores. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom-management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers. (Contains 33 references.) (JB)
- Published
- 1995
34. Values, Increasing Autonomy and Managing the Primary School.
- Author
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Hooge, Edith
- Abstract
Since 1988, education deregulation policies in the Netherlands have granted more autonomy to schools. This paper presents findings of a study that analyzed the changing role of school managers that has resulted from such policies. The study identified underlying values in the attitudes of school leaders toward their changing roles as managers of more autonomous schools. Data were obtained from interviews conducted with at least two school managers at eight Dutch primary schools and analysis of school documents. Findings show that school leaders cannot escape from their values while coping with the shift toward school autonomy. Administrators reported that tensions existed between being an educational professional and a chief executive; being in charge and being a member of the team; and feeling overloaded and being able to delegate tasks. One table is included. (Contains 11 references.) (LMI)
- Published
- 1995
35. The Environment of the Child.
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Bernard Van Leer Foundation, The Hague (Netherlands). and Nunes, Terezinha
- Abstract
This paper offers a framework for the analysis and evaluation of intervention on children's behalf against which to analyze actions upon their environment. The first section looks at the complex issue of defining suitable child development outcomes for intervention programs, noting that because the concept of childhood varies across cultures and classes, definitions of developmental outcomes need to take into account cultural and class variables. The second section examines two examples of environmental conditions that threaten children's development, poverty and prejudice, and explains how both situations involve complex systems of adverse circumstances that tend to be chronic and that interact in a multiplicative fashion with respect to negative effects on children's development. The third section summarizes briefly the characteristics of a general model for planning and analyzing the results of interventions on children's behalf, recommending that interventions be: (1) child-entered; (2) culturally sensitive; (3) multi-faceted to combat multiple afflictions; (4) support families, improve health care and schools, and enhance neighborhood conditions; and (5) demolish societal barriers to child development, such as ethnic prejudice. An afterword examines the implications of the findings for future program development. Contains 87 references. (MDM)
- Published
- 1993
36. Organizational and Instructional Factors and the Efficacy of Cooperative Learning in Dutch Classroom Practice.
- Author
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Ros, Anje
- Abstract
This paper presents findings of a study that examined the influence of organizational and instructional factors on the efficacy of cooperative learning in Dutch classrooms, as measured by student achievement. To answer the question "What is the degree to which primary schools in the Netherlands use cooperative learning," a questionnaire was completed by 500 teachers from 750 schools. The second phase involved classroom observation of 1,200 students aged 10-12 years in 55 classrooms in 33 schools, a survey of their teachers, and analysis of student achievement test scores. Findings indicate that there was no difference in the mean quality of cooperation and the mean learning progress in classrooms that used cooperative learning frequently and those that did not. Therefore, no clear conclusions about which organizational and instructional factors affect the efficacy of cooperative learning could be drawn. A research design for more indepth study is highlighted. Four tables are included. (LMI)
- Published
- 1993
37. Peer Work Groups in Dutch Classroom Practice.
- Author
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Ros, Anje
- Abstract
Findings of a study that examined the effects of teacher behavior and organizational factors on student behavior in peer work groups are presented in this paper. Methodology included observation of one classroom from each of 10 Dutch elementary schools that frequently used forms of peer work groups and teacher interviews. Findings indicate that cooperative work groups were used only 20 percent of the total peer group time, even by teachers who said that they frequently used cooperative learning. Helping groups were the most frequently used type of peer work group. Teachers used individualistic reward structures; the groups did not demonstrate competitive reward structures. The degree to which students were involved in their tasks and showed desirable/undesirable interactions during peer work groups was related to organizational factors and teacher behavior. Organizational factors, such as group type and composition, influenced the kind of student interaction. For application tasks, monitoring by the teacher promoted student involvement and favorable interactions. Ten tables are included. (LMI)
- Published
- 1993
38. Schools Implementing a Central Reform Policy: Findings from Two National Educational Contexts.
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van der Vegt, Rein and Vandenberghe, Roland
- Abstract
During the last decade in Belgium and the Netherlands, comprehensive reform of primary education emanated from central policy. In both countries the national authorities set up a program to encourage and facilitate the new primary school concept. This paper reports on 25 schools in the Netherlands and 52 in Belgium that acquired special funding and assistance. Research was based on the assumption that the school's response manifests itself in three ways: in the nature of the implementation agenda; in specially arranged structures to conduct the implementation activities; and in steering the flow of implementation work. Data were collected from interviews, questionnaires, observation, and document analysis. Respondents included principals and staff, external change facilitators, school inspectors, and policy makers. The first part provides an overview of national policy at the local school level, with attention to school/national policy interaction. Part 2 outlines and illustrates a profile of steering functions--direction/concept clarification, directional pressure, assistance/support, and latitude definition. The concept of implementation as an intervention in the ongoing school organizational processes is examined in part 3, which describes the local concerns generated by comprehensive mandates for change. Part 4 accounts for differences in the two national repertoires of policy inducements and addresses the question of how a central policy program presents itself locally. A profile of policy inducements from the school's perspective is articulated. Two figures are included. (29 references) (LMI)
- Published
- 1992
39. Improving Instructional and Classroom Management Skills: Effects and Implications of a Staff Development Programme and Coaching for In-service Education.
- Author
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Roelofs, Erik
- Abstract
This paper presents the results of a school improvement study (main field test) directed at schools with mixed-age classes in the context of inservice teacher education. A quasi-experimental treatment control group investigation was designed to test the effects of the staff development program "Dealing with Mixed-age Classes," and the effects of coaching in addition to the program. Based on pre-and post-training classroom observations, a significant treatment effect was found for pupil's time-on-task levels in mixed-age classrooms and for teachers' instructional and classroom management skills. On two aspects of instructional and classroom management skills larger gains were found for coached teachers: organizing instruction and dealing with disturbances. Time-on-task levels improved more strongly in classes of coached teachers. (Author/IAH)
- Published
- 1991
40. Exploring the Feasibility and Effectiveness of Assessment Techniques to Improve Student Learning in Primary Mathematics Education
- Author
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Veldhuis, Michiel and van den Heuvel-Panhuizen, Marja
- Abstract
In the present study we investigated to what extent workshops aimed at improving teachers' use of classroom assessment techniques had an effect on students' achievement in mathematics. Ten primary school teachers participated in two consecutive small-scale studies, aimed at using and improving different classroom assessment techniques in mathematics education. In total, 214 students were involved. The studies were carried out in the Netherlands. Qualitative and quantitative measures were used to investigate the feasibility and effectiveness of the assessment techniques. In both studies teachers and students reported enjoying the techniques and finding them useful. In terms of mathematics achievement, results indicate students improving considerably; the students' scores increased more than the national mean. [For the complete proceedings, see ED597799.]
- Published
- 2014
41. Children's Responses to Divergent and Convergent Design Feedback
- Author
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Schut, Alice, Klapwijk, Remke, Gielen, Mathieu, and de Vries, Marc
- Abstract
In this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage a designer to take divergent as well as convergent paths during their design process (Cardoso, Eris, Badke-schaub, & Aurisicchio, 2014; Yilmaz & Daly, 2014, 2016). Yet our previous research shows, that feedback given to primary school children while designing does not always spark creative thinking (Schut, Klapwijk, Gielen, Van Doorn, & De Vries, 2019). We presume that the responses we found might have been influenced by the type of feedback that preceded them. Therefore, we have elaborated on the results we've previously uncovered with an additional analysis of the same case study. This additional analysis shows that divergent feedback given by peers or a client will not necessarily promote divergent thinking processes, whereas convergent feedback will not necessarily promote convergent thinking. Furthermore, responses indicating resistance towards the feedback given were widespread. However, we believe that feedback from clients and peers can still be a fruitful strategy in learning to be creative and in promoting divergent thinking (DT) and convergent thinking (CT) and end with suggestions on how this might be achieved.
- Published
- 2019
42. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
43. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
- Author
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
- Abstract
For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2012
44. Education in the U.S. and the Netherlands: An Equity Comparison and a Few Big Questions
- Author
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Owings, William A., Kaplan, Leslie S., and Volman, Monique
- Abstract
Using an equity perspective, this article compares the education systems of the United States and the Netherlands. Existing data examining student demographics, the organizational structures, curricula, funding, and student outcomes are examined. The Netherlands appears to be getting a "bigger bang for their buck." We make the case that since the 10th Amendment to the Constitution makes U.S. education a state function, 50 states can have significant variance in their instructional standards, funding, and outcomes. At the secondary level, these differences may partially explain U.S. students' lagging achievement as measured by international tests. Fundamental questions about the U.S. education system are posed for a broader discussion. [This paper was presented at the National Education Finance Academy Conference (St. Louis, MO, March 26, 2015)]
- Published
- 2015
45. Just Deal with It: A Network Analysis of Resilience, Coping, and Sense of Belonging among Children
- Author
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Planert, Jari, Krakowczyk, Julia B., Godor, Brian P., and Van der Hallen, Ruth
- Abstract
When considering developmental psychology three concepts stand out; (1) resilience: the resistance to stress, (2) coping: the strategies used to reduce stress, and (3) sense of belonging: the connectedness towards peers. Although all three concepts are important for a child's development, the academic literature lacks research on the interrelations and interplay between them. This study employed network analysis to investigate the interplay between resilience, coping, and sense of belonging in children. Three hundred and seventy-three children (aged 10-12; 51% boys, 49% girls) completed a pen-and-paper survey including the Resiliency Scales for Children and Adolescents (RSCA), Coping Orientation to Problems Experienced (Brief-COPE), and PISA sense of belonging scale. Results revealed resilience to be associated with both coping and sense of belonging, yet weaker associations emerged between coping and sense of belonging. Three striking node patterns of high interconnectedness were revealed that further deepen our understanding of the interplay between these concepts. Implications for research and practice and limitations of the current study are discussed.
- Published
- 2022
- Full Text
- View/download PDF
46. What Is the Impact of a Principle-Based Inspection Approach?
- Author
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Honingh, Marlies, van Genugten, Marieke, de Gooyert, Vincent, and Blom, Rutger
- Abstract
The principle-based approach is at the heart of the inspection philosophy of the Netherlands Inspectorate of Education. In this paper, we present the results of complementary qualitative and quantitative studies analysing the impact of this approach. In the first study, we apply a system dynamics approach to provide insight on the impact of the principle-based approach in schools. The second study builds on these findings and uses quantitative survey data to "test" the various ways and mechanisms by which the respondents perceived principle-based approach affects schools. Together, these complementary studies provide a deeper understanding of the impact of the principle-based inspection approach on educational quality and beyond. Overall, we find positive effects of the principle-based approach. The qualitative study reveals variation in mechanisms within schools that affect educational quality. These findings appear to be robust in our quantitative analyses; the effect sizes are small and curvilinear.
- Published
- 2022
- Full Text
- View/download PDF
47. Social Inclusion through the Eyes of the Student: Perspectives from Students with Disabilities on Friendship and Acceptance
- Author
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Little, Cathy, deLeeuw, Renske Ria, Andriana, Elga, Zanuttini, Jessica, and David, Evans
- Abstract
Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers.
- Published
- 2022
- Full Text
- View/download PDF
48. Conversational Functions of 'I Know', 'You Know' and 'We Know' in Collaborative Writing of Primary School Children
- Author
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Herder, Anke, Berenst, Jan, de Glopper, Kees, and Koole, Tom
- Abstract
This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves as knowledgeable, to (i) express a preannouncement of a proposal, (ii) respond to a request for information and (iii) reinforce an assertion with use of an evidential. Second, students claim equal epistemic access, as a response to an action that conveys epistemic authority of a peer. Third, students indicate shared knowledge with other participants, to (i) pursue agreement, (ii) check the epistemic status of a co-participant, (iii) reject a proposal for grounds of relevance and (iv) mark shared, newfound knowledge. The different practices are discussed in terms of epistemics in conversation and dialogic writing.
- Published
- 2022
- Full Text
- View/download PDF
49. Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)
- Author
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International Working Group on Educational Data Mining, Barnes, Tiffany, Desmarais, Michel, Romero, Cristobal, and Ventura, Sebastian
- Abstract
The Second International Conference on Educational Data Mining (EDM2009) was held at the University of Cordoba, Spain, on July 1-3, 2009. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for using those data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) A Comparison of Student Skill Knowledge Estimates (Elizabeth Ayers, Rebecca Nugent, Nema Dean); (2) Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task (Ryan S.J.d. Baker); (3) A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials (Dror Ben-Naim, Michael Bain, and Nadine Marcus); (4) Detecting Symptoms of Low Performance Using Production Rules (Javier Bravo and Alvaro Ortigosa); (5) Predicting Students Drop Out: A Case Study (Gerben W. Dekker, Mykola Pechenizkiy and Jan M. Vleeshouwers); (6) Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning (Mingyu Feng, Joseph E. Beck and Neil T. Heffernan); (7) Does Self-Discipline impact students' knowledge and learning? (Yue Gong, Dovan Rai, Joseph E. Beck, and Neil T. Heffernan); (8) Consistency of Students' Pace in Online Learning (Arnon Hershkovitz and Rafi Nachmias); (9) Student Consistency and Implications for Feedback in Online Assessment Systems (Tara M. Madhyastha and Steven Tanimoto); (10) Edu-mining for Book Recommendation for Pupils (Ryo Nagata, Keigo Takeda, Koji Suda, Junichi Kakegawa, and Koichiro Morihiro); (11) Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students (Rebecca Nugent, Elizabeth Ayers, and Nema Dean); (12) Determining the Significance of Item Order In Randomized Problem Sets (Zachary A. Pardos and Neil T. Heffernan); (13) Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models (Philip I. Pavlik Jr., Hao Cen, Kenneth R. Koedinger); (14) Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments (David Nadler Prata, Ryan S.J.d. Baker, Evandro d.B. Costa, Carolyn P. Rose, Yue Cui, Adriana M.J.B. de Carvalho); (15) Using Dirichlet priors to improve model parameter plausibility (Dovan Rai, Yue Gong, Joseph E. Beck); (16) Reducing the Knowledge Tracing Space (Steven Ritter, Thomas K. Harris, Tristan Nixon, Daniel Dickison, R. Charles Murray, and Brendon Towle); (17) Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor (Vasile Rus, Mihai Lintean, and Roger Azevedo); (18) Automatic Concept Relationships Discovery for an Adaptive E-course (Marian Simko, Maria Bielikova); (19) Unsupervised MDP Value Selection for Automating ITS Capabilities (John Stamper and Tiffany Barnes); (20) Recommendation in Higher Education Using Data Mining Techniques (Cesar Vialardi, Javier Bravo Agapito, Leila Shafti, Alvaro and Ortigosa); (21) Developing an Argument Learning Environment Using Agent-Based ITS (ALES) (Safia Abbas and Hajime Sawamura); (22) A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks (Antonio R. Anaya and Jesus G. Boticario); (23) Dimensions of Difficulty in Translating Natural Language into First-Order Logic (Dave Barker-Plummer, Richard Cox, and Robert Dale); (24) Predicting Correctness of Problem Solving from Low-level Log Data in Intelligent Tutoring Systems (Suleyman Cetintas, Luo Si, Yan Ping Xin, and Casey Hord); (25) Back to the future: a non-automated method of constructing transfer models (Ming Feng and Joseph Beck); (26) How do Students Organize Personal Information Spaces? (Sharon Hardof-Jaffe, Arnon Hershkovitz, Hama Abu-Kishk, Ofer Bergman, and Rafi Nachmias); (27) Improving Student Question Classification (Cecily Heiner and Joseph L. Zachary); (28) Why, What, and How to Log? Lessons from LISTEN (Jack Mostow and Joseph E. Beck); (29) Process Mining Online Assessment Data (Mykola Pechenizkiy, Nikola Trcka, Ekaterina Vasilyeva, Wil van der Aalst, and Paul De Bra); (30) Obtaining Rubric Weights For Assessments By More Than One Lecturer Using A Pairwise Learning Model (J. R. Quevedo and E. Montanes); (31) Collaborative Data Mining Tool for Education (Enrique Garcia, Cristobal Romero, Sebastian Ventura, Miguel Gea, and Carlos de Castro); (32) Predicting Student Grades in Learning Management Systems with Multiple Instance Genetic Programming (Amelia Zafra and Sebastian Ventura); and (33) Visualization of Differences in Data Measuring Mathematical Skills (Lukas Zoubek and Michal Burda). Individual papers contain tables, figures, footnotes, references and appendices.
- Published
- 2009
50. Going beyond Structured Observations: Looking at Classroom Practice through a Mixed Method Lens
- Author
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Lindorff, Ariel and Sammons, Pam
- Abstract
In this paper, we extend a mixed method (MM) approach to lesson observation and analysis used in previous research in England, combining multiple structured observation instruments and qualitative field notes, to provide a framework for studying three videotaped lessons from 3rd-grade US mathematics classrooms. Two structured observation schedules are employed, one subject-specific and research-oriented and the other generic and inspection-oriented. Both instruments were previously developed based on evidence from the teacher effectiveness research (TER) knowledge base. Qualitative field notes, in addition to structured observation schedules, provide detailed narratives for each lesson video. Separate findings from each instrument and approach are presented, followed by an integrated analysis and synthesis of results. Although previous studies used similar methods to analyze teaching practice within broader research designs incorporating additional methods and perspectives (e.g. teacher interviews, pupil assessments, pupil questionnaires), this paper explicitly examines the strengths and limitations of the multi-instrument, mixed method approach to lesson observation. Using multiple observation instruments allows for triangulation as well as consideration of complementary foci (i.e. a content-specific instrument measures fine-grained aspects of practice not emphasized in a more generic instrument, and vice versa). Field notes facilitate rich descriptions and more thorough contextualization and illumination of teaching practice than structured observation ratings alone. Further, the MM approach allows for consideration of lesson features beyond those established in TER literature as sufficient to characterize 'effective' practice.
- Published
- 2018
- Full Text
- View/download PDF
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