http://hdl.handle.net/1820/612 Wed, 22 May 2013 05:50:08 GMT 2013-05-22T05:50:08Z http://dspace.ou.nl:80/retrieve/30442/CELSTEC_logo2.gif http://hdl.handle.net/1820/612 http://hdl.handle.net/1820/4946 Title: Onderwijs en cognitief hoogbegaafde leerlingen: Tussenbalans van interventie in Leonardoscholen Authors: Mooij, Ton Abstract: Onderzoek naar onderwijs voor cognitief hoogbegaafde leerlingen laat zien dat curricula en leerprocessen aan vergaande eisen moeten voldoen. In een theoretisch interventiemodel wordt uitgewerkt welke schoolontwikkeling de realisatie van optimaliserend onderwijs voor cognitief hoogbegaafde leerlingen kan ondersteunen. De onderzoeksopzet betreft een experimenteel pretest–interventie–posttest design in Leonardoscholen voor cognitief hoogbegaafde leerlingen. In 2009 zijn tien Leonardoscholen random getrokken uit een populatie van 38 scholen. Vijf Leonardoscholen zijn random toegewezen aan de experimentele conditie; de overige vijf aan de controleconditie. Dit artikel geeft informatie over het theoretische interventiemodel met kenmerken op school- en leerlingniveau; de longitudinale onderzoeksopzet; de kenmerken van de interventie; en de tussenresultaten wat betreft de implementatie van de interventie in de schoolpraktijk. Deze resultaten verhelderen dat realisatie van de interventie vooral wordt bedreigd door schoolfactoren die niet overeenkomen met het leerlingbelang. Een aanpassing van het onderzoek wordt voorgesteld. Ook wordt de relevantie van het onderzoek voor het reguliere onderwijs toegelicht. Description: Mooij, T. (2013). Onderwijs en cognitief hoogbegaafde leerlingen: Tussenbalans van interventie in Leonardoscholen. Tijdschrift voor Orthopedagogiek (in druk). Thu, 16 May 2013 00:00:00 GMT http://hdl.handle.net/1820/4946 2013-05-16T00:00:00Z http://hdl.handle.net/1820/4945 Title: Observatie van voorlichtingslessen seksuele diversiteit in het Voortgezet Onderwijs: een pilot onderzoek Authors: Mooij, Ton; Fettelaar, Daan Abstract: De seksuele gerichtheid van een persoon is veelal heteroseksueel (gericht op het andere ge-slacht). Varianten hierop zijn het lesbisch (L), homoseksueel (H), en biseksueel (B) zijn; ook kan men transgender (T) zijn. Personen gekenmerkt door LHBT worden regelmatig gediscri-mineerd of ook intolerant behandeld. Ter mogelijke ondervanging hiervan bij leerlingen geven voorlichtingsgroepen lessen over LHBT. Om meer te weten over deze lessen en zo mogelijk de kwaliteit daarvan (beter) te ondersteunen, hebben COC Nederland en EduDivers een beperkt pilotonderzoek laten uitvoeren. Door middel van observatie van LHBT-voorlichtingslessen in verschillende typen Voortgezet Onderwijs diende een eerste beeld van deze lessen te worden verkregen. De semigestructureerde observatie werd uitgevoerd in 10 scholen, verspreid in Nederland, in oktober - december 2011. Geobserveerd werden 24 lessen gegeven door negen verschillende voorlichtingsgroepen. De observatiebeschrijvingen zijn kwalitatief geanalyseerd. De resultaten geven zicht op kenmerken van de lessen, het voorlichtersgedrag en de lesinhouden, materialen, werkvormen en opvallende lesaspecten in relatie tot leerlinggedrag. Van belang voor de voorlichtingspraktijk zijn met name het coming out-verhaal; het open omgaan met (verschillen tussen) leerlingen; en inzet van werk- en spelvormen om de betrokkenheid van leerlingen positief te stimuleren. De resultaten zijn besproken in een landelijke feedbackbijeenkomst met voorlichtingsgroepen. In de discussie wordt de mogelijke kern van LHBT-voorlichtingslessen geformuleerd; aandacht gegeven aan de inpassing ervan in school- en curriculumbeleid; en komen suggesties voor praktische verbeterpunten bij de lessen aan de orde. Description: Mooij, T., & Fettelaar, D. (2013). Observatie van voorlichtingslessen seksuele diversiteit in het Voortgezet Onderwijs: een pilot onderzoek. Tijdschrift voor Orthopedagogiek (in druk). Thu, 16 May 2013 00:00:00 GMT http://hdl.handle.net/1820/4945 2013-05-16T00:00:00Z http://hdl.handle.net/1820/4944 Title: Seksuele geaardheid, ervaren geweld en gevoelens van onveiligheid van schoolpersoneel en leerlingen Authors: Mooij, Ton Abstract: De seksuele geaardheid van een persoon kan zijn gericht op het andere geslacht (hetero-seksueel), het eigen geslacht (lesbisch (L) of homoseksueel (H)), of beide geslachten (biseksueel (B)). Er zijn aanwijzingen dat LHB schoolpersoneel en LHB leerlingen in scholen meer geweld en onveiligheid ervaren dan andere personen. De vraagstelling voor onderzoek is of er een maat kan worden ontwikkeld waarmee verschillen in veilig-heid en veiligheidsbeleving van niet- versus wel-LHB schoolpersoneel en leerlingen kunnen worden geïndiceerd; tevens is de vraag of zich hierbij verschillen voordoen in de loop van de tijd. Ter beantwoording zijn vier kernbegrippen gedefinieerd die indiceren of en, zo ja, in welke mate LHB personeel en LHB leerlingen op een school méér geweld ervaren, of zich op school onveiliger voelen, dan niet-LHB personeel en niet-LHB leerlingen. Er worden secundaire analyses uitgevoerd op data verkregen met de sociale veiligheidsmonitor van het Instituut voor Toegepaste Sociale wetenschappen (ITS) van de Radboud Universiteit Nijmegen. In 2006, 2008 en 2010 zijn landelijk representatieve gegevens verkregen in het voortgezet (speciaal) onderwijs. Deelnemende aantallen per jaar zijn respextievelijk: scholen 214, 219, 140; personeel 6.800, 6.200, 5.300; leerlingen 80.000, 78.000, 58.000. Empirische indicatoren van de kernbegrippen worden per school gebaseerd op Mokken Schalen en Cronbach Alpha Schalen. De re-sultaten tonen dat LHB personeelsleden zich in 2006, 2008 en 2010 gemiddeld onveili-ger voelen op school dan niet-LHB personeelsleden. LHB leerlingen rapporteren in 2008 en 2010 méér geweld te ervaren dan niet-LHB leerlingen; hier doet zich van 2008 naar 2010 een significante toename voor. LHB leerlingen voelen zich in alle drie meetjaren ook onveiliger op school dan niet-LHB leerlingen. Tussen 2008 en 2010 neemt ook dit verschil significant toe. Bij de leerlingen hangen LHB geweldervaring en LHB onveilig voelen samen, in alle drie meetjaren. Er zijn geen samenhangen tussen LHB schoolindicatoren van personeel en die van leerlingen. Verdere benutting van de LHB schoolindicatoren in longitudinale schoolinterventies en de sociale veiligheidsmonitor wordt aanbevolen. Description: Mooij, T. (2013). Seksuele geaardheid, ervaren geweld en gevoelens van onveiligheid van schoolpersoneel en leerlingen. Tijdschrift voor Orthopedagogiek (in druk). Thu, 16 May 2013 00:00:00 GMT http://hdl.handle.net/1820/4944 2013-05-16T00:00:00Z http://hdl.handle.net/1820/4938 Title: Understanding the Gap between Business School and the Workplace Authors: Bijker, Monique Abstract: This dissertation investigates how well students in business administration are prepared for the requirements of the workplace from the perspective of employers, graduates, and students. Employers expect a high level of domain-specific knowledge, and a broad range of flexibly applied thinking skills. They assume that authentic tasks, which are put central in business curricula, will mediate these competencies. Graduates self-report gaps between the competencies they have acquired during business education programs, and the competencies that are required at the workplace, which negatively affect their labour market success one year and a half after graduation. They report deficiencies in domain-specific knowledge, logical reasoning, learning skills, cooperating productively, foreign languages and ICT skills. A comparison of authentic task performances of students from a competency-based, mixed, and traditional business education program- just before graduation - indicates that students from the competency-based program outperform students from the mixed and traditional programs on aspects of problem solving. However, the achieved level of problem solving is disappointing in all programs, and declines in the first one year and a half after graduation, whereas self-perceptions of competencies and self-directed learning increase in the same period. Description: Bijker, M. (2013). Understanding the Gap between Business School and the Workplace: Overconfidence, maximizing Benefits and the Curriculum. Doctoral Thesis. March, 22, 2013. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Wed, 24 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4938 2013-04-24T00:00:00Z http://hdl.handle.net/1820/4849 Title: Weblogs as learning tools for aspirant reflective practitioners Authors: Wopereis, Iwan; Sloep, Peter Abstract: Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio). In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation. Description: Wopereis, I., & Sloep, P. B. (2013, January-February). Weblogs as learning tools for aspirant reflective practitioners. Position paper presented at the Workshop on Technology support for reflecting on experiences and sharing them across learning contexts at the Alpine Rendez-Vous 2013, Villard-de-Lans, France. Tue, 02 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4849 2013-04-02T00:00:00Z http://hdl.handle.net/1820/4819 Title: The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases Authors: Nievelstein, Fleurie; Van Gog, Tamara; Van Dijck, Gijs; Boshuizen, Els Abstract: The worked example effect indicates that learning by studying worked examples is more effective than learning by solving the equivalent problems. The expertise reversal effect indicates that this is only the case for novice learners; once prior knowledge of the task is available problem solving becomes more effective for learning. These effects, however, have mainly been studied using highly structured tasks. This study investigated whether they also occur on less structured tasks, in this case, learning to reason about legal cases. Less structured tasks take longer to master, and hence, examples may remain effective for a longer period of time. Novice and advanced law students received either a description of general process steps they should take, worked examples, worked examples including the process steps, or no instructional support for reasoning. Results show that worked examples were more effective for learning than problem-solving, both for novice and advanced students, even though the latter had significantly more prior knowledge. So, a worked example effect was found for both novice and advanced students, and no evidence for an expertise-reversal effect was found with these less structured tasks. Description: Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology, 38, 118–125. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4819 2013-01-01T00:00:00Z http://hdl.handle.net/1820/4802 Title: The influence of annotation in graphical organizers Authors: Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A. Abstract: The effect of annotation in graphical organizers of hypertext learning environments was examined on learning outcomes of low and high prior-knowledge learners for knowledge acquisition and comprehension. Description: Bezdan, E., Kester, L., & Kirschner, P. A. (2012, 29-31 August). The influence of annotation in graphical organizers. Poster presented at the biannual meeting of the EARLI Special Interest Group Comprehension of Text and Graphics, Grenoble, France. Tue, 12 Feb 2013 00:00:00 GMT http://hdl.handle.net/1820/4802 2013-02-12T00:00:00Z http://hdl.handle.net/1820/4792 Title: Toward an integrated analysis of verbal and visual data: The quest for expertise indicators Authors: Boshuizen, Els; Jarodzka, Halszka; Jaarsma, Thomas Abstract: Medical expertise studies so far have mainly used verbal presentations of cases. These verbal presentations make that visual search and detection of symptoms are bypassed. Hence differences in that respect are not part of present medical expertise theories. Recently we have conducted a study in the domain of pathology, a visual domain par excellence, in which we compared medical students, residents and experienced pathologists (N=38) on seven cases. We collected diagnostic accuracy, think-aloud, eye-movement and navigation data (i.e., zooming and panning of digital slides), revealing (the interaction between) cognitive, perceptual and manipulatory processes. Earlier research suggests ways to analyse the separate data sets, but every data set also brings analysis problems on the table that have not been dealt with before as they are related to the features of this specific field. Examples are: How to identify encapsulated concepts in a visual domain? How to analyse eye tracking data on dynamic and manipulable images, more precisely areas of interest that change location and size on a manipulable image, or smooth pursuit eye movements following motion across the screen? And which indicators are most suitable to chart these processes? We expect, however, that the most interesting information will come from the integrated, time locked analysis of the three data sets. So far the medical domain does not provide examples to build on, but studies done in the linguistic domain may be helpful to develop strategies (e.g., Holsanova, 2008; Richardson & Dale, 2005). In this presentation example protocols will be presented, and the challenges and possible ways to a solution in the analyses will be discussed. Description: Boshuizen, H. P. A., Jarodzka, H., & Jaarsma, T. (2012, 22-23 October). Toward an integrated analysis of verbal and visual data: The quest for expertise indicators. Paper presented at the 'New tools and practices for seeing and learning in medicine '12' seminar, Turku, Finland. Wed, 30 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4792 2013-01-30T00:00:00Z http://hdl.handle.net/1820/4789 Title: Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency Authors: Ketelaar, Evelien; Beijaard, Douwe; Boshuizen, Els; Den Brok, Perry Abstract: The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning towards the innovation. Considerable differences were found between teachers regarding their ownership, sense-making, and agency. Exploring the relations between these concepts revealed that a high degree of agency often went together with a high degree of ownership, but seemed to be moderated by the sense-making process Description: Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28(2), 273-282. doi:10.1016/j.tate.2011.10.004 Tue, 29 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4789 2013-01-29T00:00:00Z http://hdl.handle.net/1820/4786 Title: 7 Things You Should Know About Educational Design Research Authors: Reeves, Thomas; McKenney, Susan Abstract: Educational design research (EDR) addresses educational problems in real-world settings and has two primary goals: to develop knowledge, and to develop solutions. EDR tends to evolve through three main phases—analysis, design, and evaluation—each of which may be repeated multiple times. EDR is particularly powerful because it addresses real needs in the here-and-now through the development of a solution to a problem, while also generating knowledge that can be used in the future. It can offer researchers and practitioners the opportunity to produce interventions of real value—tools, approaches, theories, and products—tested in the field and shown to be effective. The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues. Description: Reeves, T., & McKenney, S. (2012). 7 Things You Should Know About Educational Design Research. Educause 7 Things Series. Available online: http://www.educause.edu/library/resources/7-things-you-should-know-about-educational-design-research. Tue, 29 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4786 2013-01-29T00:00:00Z