• ICC - Integrated Cognitive Competencies and Transformative Pedagogy for the incorporating of digital technology in educational processes

      Santos, Vítor Manuel Pereira Duarte dos; Yanaze, Mitsuru; Wiziack, João Carlos (2022-09-16)
      A thesis submitted in partial fulfillment of the requirements for the degree of Doctor in Information Management, specialization in Information and Decision Systems
    • Identification of socioeconomic groups at increased risk for smoking in European countries: Looking beyond educational level

      Schaap, Maartje; Agt, Heleen; Kunst, Anton (2008)
      Educational level is most often used to identify social groups with increased prevalence of smoking. Other indicators of socioeconomic position (SEP) might, however, be equally or even more discriminatory. This study examined the extent to which smoking behavior is related to other socioeconomic indicators in addition to educational level. Data were derived from the European Household Panel. We selected data for 45,765 respondents aged 25-60 years from nine European countries. The association between six different SEP indicators and smoking prevalence was examined using prevalence rate ratios (RRs) estimated through log linear regression analyses. In univariate analyses, most selected SEP indicators were associated with smoking. In multivariate analyses, educational level, occupational class, accumulated wealth (measured by household assets), and housing tenure retained independent effects on smoking (RRs about 1.20). The effects observed for activity status and household income were small and insignificant in nearly all populations. In northern Europe, educational level had the greatest predictive value in the younger age groups; occupational class and housing tenure predicted most of smoking prevalence in the older age groups. The results showed a less pronounced and more varied pattern in southern Europe. Our results indicate that smoking prevalence is related not only to educational level but also to occupational class and measures of accumulated wealth (other than income). These measures should be used in addition to educational level to identify groups at increased risk for smoking.
    • Identifying needs for support to enhance teachers’ curriculum design expertise

      Pieters, Jules; Voogt, Joke; Pareja Roblin, Natalie; Huizinga, Tjark; Nieveen, Nienke; Handelzalts, Adam (Springer International Publishing AG, 2019)
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    • Identifying needs for support to enhance teachers’ curriculum design expertise

      Pieters, Jules; Voogt, Joke; Pareja Roblin, Natalie; Huizinga, Tjark; Nieveen, Nienke; Handelzalts, Adam (Springer International Publishing AG, 2019)
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    • Identity, cultural change, and religious education

      Wardekker, W.L.; Miedema, S. (2001)
      How should we deal with the process of secularisation, the plurality of cultures, and the dominance of thinking about education in terms of transmission, when religious education has to foster the development of personal identity formation of pupils? In answering this question the authors present a transactional epistemology and transformative view on (religious) education and learning which both have far-reaching consequences for our views on socialisation and individuation. In religious education the gaining of religious experiences and the cultivation of a religious attitude are seen as part of everyday life instead of only being connected to certain religious practices. The approach suggested here can stimulate the growth of the pupils' capacity to integrate different and differing perspectives - ideals, norms, values, knowledge, narratives - into their own personality.
    • Identity, cultural change, and religious education

      Wardekker, W.L.; Miedema, S. (2001)
      How should we deal with the process of secularisation, the plurality of cultures, and the dominance of thinking about education in terms of transmission, when religious education has to foster the development of personal identity formation of pupils? In answering this question the authors present a transactional epistemology and transformative view on (religious) education and learning which both have far-reaching consequences for our views on socialisation and individuation. In religious education the gaining of religious experiences and the cultivation of a religious attitude are seen as part of everyday life instead of only being connected to certain religious practices. The approach suggested here can stimulate the growth of the pupils' capacity to integrate different and differing perspectives - ideals, norms, values, knowledge, narratives - into their own personality.
    • Identity, cultural change, and religious education

      Wardekker, W.L.; Miedema, S. (2001)
      How should we deal with the process of secularisation, the plurality of cultures, and the dominance of thinking about education in terms of transmission, when religious education has to foster the development of personal identity formation of pupils? In answering this question the authors present a transactional epistemology and transformative view on (religious) education and learning which both have far-reaching consequences for our views on socialisation and individuation. In religious education the gaining of religious experiences and the cultivation of a religious attitude are seen as part of everyday life instead of only being connected to certain religious practices. The approach suggested here can stimulate the growth of the pupils' capacity to integrate different and differing perspectives - ideals, norms, values, knowledge, narratives - into their own personality.
    • Identity, cultural change, and religious education

      Wardekker, W.L.; Miedema, S. (2001)
      How should we deal with the process of secularisation, the plurality of cultures, and the dominance of thinking about education in terms of transmission, when religious education has to foster the development of personal identity formation of pupils? In answering this question the authors present a transactional epistemology and transformative view on (religious) education and learning which both have far-reaching consequences for our views on socialisation and individuation. In religious education the gaining of religious experiences and the cultivation of a religious attitude are seen as part of everyday life instead of only being connected to certain religious practices. The approach suggested here can stimulate the growth of the pupils' capacity to integrate different and differing perspectives - ideals, norms, values, knowledge, narratives - into their own personality.
    • If I were Minister of Education - Educational Policy in a time of Change (NEU Annual Lecture)

      Gallagher, Tony (NEU NI, 2021-05-20)
      The lecture outlines my priorities for education in Northern Ireland, including the response to covid, the need to establish a fair funding systems for schools, why an OBA approach to monitoring outcomes from education should focus on strategic outcomes from the education system as a whole and the importance of developing a more inclusive education system.
    • Imagining the global library

      Laugesen, Amanda (Taylor & Francis Group, 2019)
      Library internationalism was underpinned by a discourse that explained why libraries and information were important and necessary. This chapter explores some of the key features of postwar thinking about libraries and library development. In the wake of the Second World War, libraries were seen as one means by which greater international understanding could be achieved. World peace thus figured as a strong theme in postwar library thought. Alongside this, libraries were seen as key cultural institutions that would help developing countries achieve modernity. Modernization and nation-building were therefore themes that librarians emphasized in international library development work. Finally, this chapter discusses the way libraries were imagined as a means for realizing the modern self.
    • Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

      Kaskens, Jarise; Segers, Eliane; Goei, Sui Lin; Van Luit, Johannes E.H.; Verhoeven, Ludo (2020-08)
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    • Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

      Kaskens, Jarise; Segers, Eliane; Goei, Sui Lin; Van Luit, Johannes E.H.; Verhoeven, Ludo (2020-08)
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    • Impact of institute and person variables on teachers' conceptions of learning and teaching.

      Jacobs, J.C.G.; Muijtjens, A.M.; van Luijk, S.J.; van der Vleuten, C.P.; Croiset, G.; Scheele, F. (2015)
      Background: Teachers' conceptions of learning and teaching are important for faculty development to result in enduring changes in teaching practices. Until now, studies on these conceptions have mostly focused on traditional, lecture-based curricula rather than on small-group student-centred educational formats, which are gaining ground worldwide. Aim: To explore which factors predict teachers' conceptions in student-centred curricula. Methods: In two Dutch medical schools with 10 and 40 years of student-centred education, teachers were asked to fill out the Conceptions of Learning and Teaching (COLT) Questionnaire to assess their teacher-centredness', appreciation of active learning' and orientation to professional practice'. Next, we quantitatively assessed the relations of teachers' conceptions with their personal and occupational characteristics and institute. Results: Overall response was 49.4% (N = 319/646). Institute was the main predictor for variance in all three scales, and discipline, gender and teaching experience significantly explained variance in two of the scales. More than 80% of the variance was not explained by these factors. Conclusion: Longer exposure to a student-centred curriculum was associated with fewer teacher-centred conceptions, greater appreciation of active learning' and stronger orientation towards professional practice'. In line with studies on lecture-based curricula, discipline, gender and teaching experience also appeared important for teachers' conceptions in student-centred curricula. More research is necessary to better understand the influence of institute on the three teachers' conceptions scales.
    • Impact of the Good Behavior Game on special education teachers

      Hopman, Juliette A.B.; van Lier, Pol A.C.; van der Ende, Jan; Struiksma, Chris; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; Tick, Nouchka T. (2018-05-19)
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    • Impairment of complex upper limb motor function in de novo parkinson's disease.

      Ponsen, M.M.; Daffertshofer, A.; Wolters, E.C.M.J.; Beek, P.J.; Berendse, H.W. (2008)
      The aim of the present study was to evaluate complex upper limb motor function in newly diagnosed, untreated Parkinson's disease (PD) patients. Four different unimanual upper limb motor tasks were applied to 13 newly diagnosed, untreated PD patients and 13 age- and sex-matched controls. In a handwriting task, PD patients had significantly reduced sentence length and writing velocity, and decreasing letter height in the course of writing. Furthermore, PD patients performed an aiming task slower with than without target, and showed increased transposition in a pointing task. The results of this study extend previous observations of impaired complex upper limb movements to newly diagnosed, untreated PD patients. © 2007 Elsevier Ltd. All rights reserved.
    • Impairment of complex upper limb motor function in de novo parkinson's disease.

      Ponsen, M.M.; Daffertshofer, A.; Wolters, E.C.M.J.; Beek, P.J.; Berendse, H.W. (2008)
      The aim of the present study was to evaluate complex upper limb motor function in newly diagnosed, untreated Parkinson's disease (PD) patients. Four different unimanual upper limb motor tasks were applied to 13 newly diagnosed, untreated PD patients and 13 age- and sex-matched controls. In a handwriting task, PD patients had significantly reduced sentence length and writing velocity, and decreasing letter height in the course of writing. Furthermore, PD patients performed an aiming task slower with than without target, and showed increased transposition in a pointing task. The results of this study extend previous observations of impaired complex upper limb movements to newly diagnosed, untreated PD patients. © 2007 Elsevier Ltd. All rights reserved.
    • Implementação de um websig (banewebsig) para a gestão do sistema de educação nas escolas primárias e secundárias do sector público, na província de Inhambane, Moçambique

      Oliveira, Miguel André Fouto Pinho de; Nhamunze, Orlando Jeremias (2021-05-12)
      Dissertation presented as the partial requirement for obtaining a Master's degree in Geographic Information Systems and Science
    • Implementation activities in design teams:Opportunities to demonstrate and acquire design expertise

      Pieters, Jules; Voogt, Joke; Pareja Roblin, Natalie; Huizinga, Tjark; Nieveen, Nienke; Handelzalts, Adam (Springer International Publishing AG, 2019)
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    • Implementation activities in design teams:Opportunities to demonstrate and acquire design expertise

      Pieters, Jules; Voogt, Joke; Pareja Roblin, Natalie; Huizinga, Tjark; Nieveen, Nienke; Handelzalts, Adam (Springer International Publishing AG, 2019)
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    • Implementation of clinical guidelines on physical therapy for patients with low back pain: randomized trial comparing patient outcomes after a standard and active implementation strategy

      Bekkering, G.E.; van Tulder, M.; Hendriks, E.J.; Koopmanschap, M.A.; Knol, D.L.; Bouter, L.M.; Oostendorp, R.A.B. (2005)
      BACKGROUND AND PURPOSE: An active strategy was developed for the implementation of the clinical guidelines on physical therapy for patients with low back pain. The effect of this strategy on patients' physical functioning, coping strategy, and beliefs regarding their low back pain was studied. SUBJECTS: One hundred thirteen primary care physical therapists treated a total of 500 patients. METHODS: The physical therapists were randomly assigned to 1 of 2 groups. The control group received the guidelines by mail (standard passive method of dissemination). The intervention group, in contrast, received an additional active training strategy consisting of 2 sessions with education, group discussion, role playing, feedback, and reminders. Patients with low back pain, treated by the participating therapists, completed questionnaires on physical functioning, pain, sick leave, coping, and beliefs. RESULTS: Physical functioning and pain in the 2 groups improved substantially in the first 12 weeks. Multilevel longitudinal analysis showed no differences between the 2 groups on any outcome measure during follow-up. DISCUSSION AND CONCLUSION: The authors found no additional benefit to applying an active strategy to implement the physical therapy guidelines for patients with low back pain. Active implementation strategies are not recommended if patient outcomes are to be improved.