1,721,004 research outputs found
Pursuing interest in and across contexts: Adolescents’ experiences over the course of two and a half years
No full textThis thesis demonstrated how pursuing interest entails more than having a preference for an object, and always brings along contextuality, i.e., Temporally, Epistemically, Materially, Geographically, Socially, Institutionally, and Culturally dependencies. Additionally, we showed that life-wide and social dynamics need to be considered when wanting to understand adolescents’ interest development and sustainment. Since pursuing interest can entail very different things, for different adolescents and/or objects of interests, the inherent contextuality is best not to qualify a priori but in interest pursuits as labelled and described by adolescents’ themselves. Next, this thesis demonstrated how pursuing interest is relational, within our (daily) one-to-one interactions and within society at large, in which all our lives are situated. This may imply that pursuing interest might be best viewed as adolescents’ way of navigating individual preferences, constraints, and opportunities related to their interest and their daily lives. Concluding, we show how it is critical for adolescents to self-define their interest label, yet not to overestimate that labels are not self-explanatory to fully understand and capture what pursuing interest entails for individual adolescents. Interest pursuits are what adolescents take into account when making life decisions, e.g., when starting an educational program (or not), and are what shape who adolescents are and want to be (e.g., do I want to be a skater, with everything that comes along). Where, in the current debate, diversity is sometimes limited to diversity of identities, this thesis emphasizes the need and justification to embrace a (large) variety and diversity of places, spaces and human interactions, to help adolescents navigate their interests by creating opportunities and breaking down constrains. Additionally, we challenge researchers to include the multiple contexts and (social) dynamics when studying adolescents’ interest (and other complex social concepts), in order to generate ecologically valid, meaningful insights
Omdenkers voor onderzoeksbegeleiding in de lerarenopleiding
Full text linkOnderzoek en onderwijs lijken gescheiden werelden. Als lerarenopleiders zien we regelmatig docenten in opleiding, die met hun onderzoek in een klap grote vraagstukken willen oplossen en generaliseerbare uitspraken willen doen. Hiervoor kiezen zij een onderzoeksdesign, dat vaak niet optimaal aansluit bij hun expertise en hun dagelijkse onderwijspraktijk. Dit is zowel onwenselijk, als onnodig: goed onderzoek kan namelijk aansluiten bij de dagelijkse onderwijspraktijk. Echter, dit wordt niet altijd als onderzoek herkend en erkend. Onderzoek wordt mede hierdoor te vaak gezien als iets wat docenten alleen tijdens en voor hun opleiding doen. Ons ideaal is dat onderzoek een vanzelfsprekend onderdeel van onderwijs wordt en daarmee een gebruikelijke professionaliseringsstrategie van docenten. Om dit te bereiken, denken we dat begeleiding van onderzoek door studenten anders ingericht moet worden. In dit artikel presenteren we daarvoor een aantal ‘omdenkers’ die opleiders kunnen gebruiken om onderzoeksbegeleiding zo vorm te geven dat geïntegreerd wordt in het onderwijs. De omdenkers zijn ontwikkeld op basis van jarenlange ervaringen bij het begeleiden van onderzoek in de lerarenopleiding en gevoed door het gedachtengoed van boundary crossing
Boundary Crossing Support in Part-Time Higher Professional Education Programs
Full text linkAs learning societies necessitate continuous education, a growing number of part-time programs are being offered. A key challenge for part-time programs is adequately supporting students in connecting their learning within the program to their work life, which in contrast to dual education is not part of the program. To better understand such boundary-crossing support in part-time higher professional education, this explanatory sequential mixed-methods study was conducted. A large-scale study, consisting of quantitative data analysis of the Dutch National Student Survey, confirmed that part-time programs (n = 600) differ in perceived boundary crossing, with a medium effect size of η2 =.13, and that factors postulated in the literature are related. An in-depth cross-case analysis of the boundary-crossing support provided in four purposefully selected part-time higher education programs (with high and low perceived support) indicated that brokers, boundary objects, hybrid practices, boundary interactions, degrees of freedom, degrees of clarity, and supervision are ways to support boundary crossing. These findings provide actionable strategies by which part-time higher professional education programs can support student learning across contexts
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Interest in Development: Understanding the Situated, Idiosyncratic, and Multiple Nature of Adolescents’ Interests in Daily Life
No full textWhat interests have you been involved with in the past two hours? And what did you think was or was not interesting about it? Three hundred young people answered those questions daily through a smartphone app. They did so for a total of ten weeks spread across a period of three years. Previous research already showed that interest allows someone to learn easily, and is also related to study and career choices, social development and well-being. Thus, for providing guidance to young people, for example in school, interest is a valuable starting point. However, existing research does not do full justice to the fluidity and multiplicity of interest. Jael Draijer's doctoral research showed that young people are interested in many different things (for example space sciences, baking cookies, design). Chapter 2 of this dissertation focuses on interest in daily life. In everyday life, interest is unpredictable: all kinds of circumstances, expectations and unforeseen events (such as a pandemic) can lead to someone not being as interested in something that could otherwise interest them. While this can be inconvenient for a teacher, it helps to know that this cannot always be avoided. Chapter 3 explored different developmental manifestations of interest. Whereas existing research mainly makes a distinction between situational and individual interest, we found more heterogeneous manifestations of interest, endorsing the complexity of the construct of interest. In Chapter 4, we saw that young people's interests can develop in various ways over time. For example, interests can disappear (temporarily), specify or split into multiple interests. This is different for each interest and each person. These patterns of continuity and transformation indicate that research and educational practice would benefit from a more flexible understanding of adolescents’ interests. Chapter 5 shows how interests also develop in relation to each other: sometimes a new interest emerges from another, or interests are combined in an engagement. In addition, two interests can have a similar meaning or gain meaning in relation to each other. Whereas interest theory typically speaks of interest development as a process of deepening of a single interest, the results of this dissertation illustrate how interest development can also reflect broadening and connecting of multiple interests. In Chapter 6 we therefore look at the development of the totality of someone’s interests over time. Here we saw different developmental trajectories. Some adolescents pursued the same set of interests during the research, though always with minor changes. Others kept exploring: these adolescents often pursued new interests and dropped other interests. Yet other trajectories showed specialization, where the adolescent seemed to increasingly realize what interested them most. The results therefore show that it is important to look at the overall picture of a young person's interests, paying attention to possible changes and relations. Here it is especially important to continue to talk with the young people themselves, and give them the space to develop their own interests
The characteristics of Dutch experienced history teachers' PCK in the context of a curriculum innovation
No full textTo relate the content knowledge of teachers more specifically to teaching practice, Lee Shulman (1986) proposed the concept of Pedagogical Content Knowledge as a specific and unique form of teacher knowledge. In this thesis, I define PCK as: “the knowledge of, reasoning behind, and planning for teaching a particular topic in a particular way for a particular purpose to particular students for enhanced student outcomes” (Gess-Newsome, 2015, p. 36). Following the model of Magnusson and colleagues (1999) 5 PCK elements are defined: (1) knowledge of instructional strategies and representations, i.e. the way in which the teacher transforms subject matter knowledge and (2) knowledge of students’ understanding, i.e. the learning process and the content related problems of the student; (3) knowledge of assessment, i.e. knowledge that teachers use to establish what students have learned; (4) knowledge of the curriculum, i.e. knowledge about the prescribed curriculum and the implemented curriculum and (5) teaching orientation – i.e. goals for and beliefs about teaching and learning. The understanding of teachers’ PCK is largely based on research in the domain of science and mathematics teaching. In this thesis I expand PCK research to the domain of history teaching. The main research question of this thesis is: What are the characteristics of Dutch experienced history teachers’ PCK in the context of a curriculum innovation? In Chapter 1 we conducted a review on PCK and history teaching and in Chapter 2 we described the PCK of Dutch experienced history teachers by developing a framework based on the earlier mentioned 5 PCK elements. In Chapter 3 we showed that the PCK of history teachers is related to content or to their subject goals and thereby elaborated on the content and context dependency of PCK. In Chapter 4 we analysed the changes in the PCK of the experienced history teachers during a curriculum innovation. We concluded that the extent to which the original goals and beliefs (teaching orientation) of the teachers matches the goals of the curriculum innovation, appears to determine their attitude towards the curriculum innovation and their PCK. Teachers’ PCK changes over the years and becomes even less varied in some cases. In those cases, a curriculum innovation leads to added stress instead of knowledge development. The sources for PCK changes in the context of a curriculum innovation are: experience; subject matter knowledge; PCK courses; contact with cooperating colleagues; interaction with students; goals and beliefs of the teachers. The role of teaching orientation seems important. Based on the literature and our findings, teaching orientation seems to be a context and content specific PCK element that gives direction to the other PCK elements. It is a construct that could include a large variety of goals and beliefs. Finally, I want to advocate the use of the concept PCK in research on subject-related teaching and I wish for more descriptions of concrete PCK. This eventually could inform us which parts of PCK are more general and which parts are domain or topic specific
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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