637 research outputs found

    Some properties of the corrugated elliptical waveguide. Part II

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    DC modulation noise in clustered particulate media

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    Mallinsonā€™s theory of recording media noise is extended to ensembles where the particles have an easy axis distribution or are clustered. The effect of clusters is that there is a critical value of packing fraction at which noise in the demagnetised state switches to a minimum. Comparison is made with measurements of DC modulation noise in double layer MP tape

    Dynamic quality of teacher interaction in professional learning communities

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    The quality of teacher interaction is essential for the effectiveness of professional learning communities (PLCs). The current study was based on dynamic systems theory to grasp the complexity of teacher interaction. We examined attractor states and attractor sequences in interaction in two teacher PLCs, using state space grids and orbital decomposition. Results reveal more high-quality attractors in PLC2 than in PLC1. The poster illustrates these analyses and discusses implications and directions for further research.</p

    Enige toepassingen van de leer van de marktvormen

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    Rede Landbouwhogeschool Wageninge

    Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback

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    Despite that beneļ¬ts of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teach- ers to other teachersā€”a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, ques- tionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the inļ¬‚uence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. More- over, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, speciļ¬c, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes

    The role of feedback and social presence in an online peer coaching program for student teachers

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    Feedback is essential in any kind of learning. This study focused on feedback in online learning and conceptualized feedback as a social interaction process. Online learning rests on social interaction, which is affected by feelings of social presence. Therefore, we investigated received and perceived online feedback, and the coherence between them. In addition, we studied the influence of social presence on feedback processes. Sixteen Dutch student teachers, who followed a 1 year customized postgraduate teacher education course, engaged in an online peer coaching program using Skype. Data could be collected from 8 different participants and 966 feedback utterances were analysed. In order to determine the quality of this received feedback, an observational instrument was used. In addition, questionnaires were filled in that addressed student teachersā€™ feedback perceptions and feelings of social presence. Findings showed that participants with higher feedback perceptions received more effective observed feedback than participants with lower perceptions. Feelings of social presence affected perceived and observed feedback, however the social presence items need further validation. This study has practical implications for providing effective online feedback as well as providing a more holistic view on the processes of feedback among teachers

    Understanding feedback: A learning theory perspective

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    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the reviewā€™s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, speciļ¬c, and neutral. In addition, four rules of thumb were formulated that reļ¬‚ect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables inļ¬‚uence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback

    Het economisch gebeuren, fatum of officium?

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    Rede Wageninge
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