| 1. |
- Desoete, Annemie, et al.
(författare)
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Problemen in rekenen-wiskunde
- 2010
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Ingår i: Onderwijskunde als ontwerpwetenschap.. - Ghent : Academia Press. - 9789038216065 ; , s. 638-691
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Janssens, Oona, et al.
(författare)
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The role of ePortfolios in supporting learning in eight healthcare disciplines : A scoping review
- 2022
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 63
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Forskningsöversikt (refereegranskat)abstract
- AimThis scoping review aims at providing a summary of available knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines to identify main concepts, best practices, and knowledge gaps.BackgroundePortfolios are well established in scaffolding learning in many healthcare disciplines. Yet, an overview of the ePortfolio literature in the context of healthcare education doesn’t exist.Design and methodsA scoping review of ePortfolio use in the following healthcare disciplines was conducted: audiology, dental hygiene, midwifery, nursing (associate degree and bachelor), occupational therapy, podiatry, and speech therapy. Eight databases were systematically searched. By structuring the data, five themes were identified: (1) contexts, (2) research populations and samples, (3) ePortfolio platforms used and objectives, (4) benefits and challenges in the use of ePortfolios, and (5) recommendations derived from literature in the use of ePortfolios. The themes were further specified with sub-themes. The themes help meeting the aim of the scoping review to develop a structured overview of ePortfolio use and research.ResultsThirty-seven articles were included. Samples predominantly involved students and fewer mentors, educators, and graduates. ePortfolios were used to support learning in the context of healthcare workplaces (n = 17), educational institutions (n = 14), or both (n = 6). Different objectives of ePortfolio use were derived from literature and categorized into eight themes: (1) to document and evidence competency, (2) reflection, (3) feedback and assessment, (4) (inter)professional collaboration, (5) support Continuous Professional Development, (6) bridging the gap between theory and practice, (7) employment, and (8) certification. These objectives were in turn coupled to two identified types of ePortfolio platforms: “store and communicate” and “work and learn” ePortfolios. The description of benefits and challenges formed a substantial part of the literature and data were mapped into five themes to structure the data: (1) technology, (2) collaboration, (3) competency development (before and after graduation), (4) employment, and (5) quality of patient care. Although the benefits outweighed the challenges, important challenges were identified, e.g., the high time investment required when working with an ePortfolio, low digital literacy, lack of internet access.ConclusionsStudies mainly focused on perceptions (n = 32). Only a few studies explored measurable outcomes (i.e., competencies or behavioral indicators). Because ePortfolios are used by different ePortfolio users, in different contexts, and with different objectives, new research directions are needed to investigate how specific features, such as collaboration tools, feedback tools, or assessment tools can improve the role of ePortfolios in supporting healthcare education.
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| 3. |
- Van Steenbrugge, Hendrik, et al.
(författare)
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Doen wiskundemethoden er toe?
- 2010
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Ingår i: Logopedie. - 1370-706X. ; 23:4, s. 26-36
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Tidskriftsartikel (refereegranskat)
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| 4. |
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| 5. |
- Van Steenbrugge, Hendrik, et al.
(författare)
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Mathematics learning difficulties in primary education: teachers' professional knowledge and the use of commercially available learning packages
- 2010
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Ingår i: Educational Studies. - : Informa UK Limited. - 0013-1946 .- 1532-6993 .- 0305-5698 .- 1465-3400. ; 36:1, s. 59-71
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Tidskriftsartikel (refereegranskat)abstract
- The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about theprofessional identity of teachers and earlier conceptions that point at the critical relevance of teachers' pedagogical content knowledge. It is also found that the adoption of a specific commercially available learning package (CALP: manuals and exercise books used in the classroom) plays a mediating role.
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| 6. |
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| 7. |
- Van Steenbrugge, Hendrik, et al.
(författare)
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Teachers’ views of mathematics textbook series in Flanders : does it (not) matter which mathematics textbook series schools choose
- 2013
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 45:3, s. 322-353
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Tidskriftsartikel (refereegranskat)abstract
- The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers' views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers' views of mathematics textbook series, the question 'Does it really matter which mathematics textbook series schools choose' has to be answered positively. Implications of the findings are discussed.
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| 8. |
- Van Steenbrugge, Hendrik, et al.
(författare)
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Teaching fractions in elementary school : An observational study
- 2015
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Ingår i: The Elementary school journal. - : University of Chicago Press. - 0013-5984 .- 1554-8279. ; 116:1, s. 49-75
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Tidskriftsartikel (refereegranskat)abstract
- This research analyzed how fractions are taught in the fourth grade of elementary school in Flanders. Analysis centered on the presence of five features of instruction recommended by research on teaching and learning fractions (i.e., multiple solution pathways, linking representations, estimation and justification of the solution, collaboration, embedment in a realistic context). Our sample consisted of 88 instructional episodes that were selected out of 24 videotaped lessons and the corresponding lessons in the teacher’s guide. Analysis related to instruction as described in the teacher’s guide, instruction during the whole group phase of teaching, and instruction during the individual practice phase of teaching. The study revealed (1) that the observed lessons reflected to a limited extend the recommended instructional features and (2) factors that contributed to a departure from these recommendations. This research is situated in the domain of teaching and learning fractions and within the broader domain of curriculum implementation.
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