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786 results on '"Smets, P."'

3. Implementation and evaluation of a navigation program for people with cancer in old age and their family caregivers: study protocol for the EU NAVIGATE International Pragmatic Randomized Controlled Trial

Author

Smets, Tinne, Pivodic, Lara, Miranda, Rose, Van Campe, Fien, Vinckier, Chelsea, Pesut, Barbara, Duggleby, Wendy, Davies, Andrew N., Lavan, Amanda, May, Peter, Gomes, Barbara, Furlan de Brito, Maja, Rodrigues, Vitor, Szczerbińska, Katarzyna, Kijowska, Violetta, Barańska, Ilona, De Buyser, Stefanie, Ferraris, Davide, Alfieri, Sara, Scacciati, Bianca, Du Cheyne, Helena, Chambaere, Kenneth, Gilissen, Joni, van der Plas, Annicka G.M., Pasman, Roeline H., Onwuteaka-Philipsen, Bregje D., and Van den Block, Lieve

Published
2024
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16. Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences

Author

Nanna Paaske, Siri Mohammad-Roe, Wouter Smets, Ama Amitai, Noami Alexia Randazzo, and Lihong Huang

Abstract

Purpose: This study investigates the challenges faced by European teachers when assessing student learning of democratic citizenship competences by asking about their experiences and opinions in their teaching practices. Design/methodology/approach: Through focus group interviews conducted with the teachers, we investigate the underlying reasons for teachers' choices of using certain forms of assessment methods while excluding other methods. This paper presents the analysis of interviews with 82 schoolteachers from lower secondary schools in eight European countries (average 19 years of teaching experience) participating in an Erasmus + project. Findings: The teachers' responses uncover a need for teachers to be better equipped with relevant knowledge, tools and approaches to practice formative assessment to develop students' democratic citizenship competences. The current common understanding of the summative assessment of knowledge using simple and standardised tools poses one of the main challenges for teachers to use formative assessment methods. Practical implications: The focus on summative assessment significantly limits the teachers' room to work on democratic citizenship competence. There is a need to strengthen this as a democratic citizenship education as a cross-curricular element in education, with an emphasis on formative assessment, to monitor and support students' democratic values and attitudes.

Published
2023

19. The Purposes of Historical Canons in Multicultural History Education

Author

Wouter Smets

Abstract

National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education.

Published
2024
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26. The Video Engagement Scale (VES): Measurement Properties of the Full and Shortened VES across Studies

Author

Lehmann, Vicky, Hillen, Marij A., Verdam, Mathilde G. E., Pieterse, Arwen H., Labrie, Nanon H. M., Fruijtier, Agnetha D., Oreel, Tom H., Smets, Ellen M. A., and Visser, Leonie N. C.

Abstract

The Video Engagement Scale (VES) is a quality indicator to assess engagement in experimental video-vignette studies, but its measurement properties warrant improvement. Data from previous studies were combined (N = 2676) and split into three subsamples for a stepped analytical approach. We tested construct validity, criterion validity, reliability, and measurement invariance. Confirmatory factor analysis (CFA) reiterated poor fit of the previously suggested subscales. An alternative 2-factor structure is presented, which was cross-validated and further shortened (VES-sf). Reliability of both subscales ("Immersion," "Emotional Impact") was very high ([alpha] > 0.86). Multi-group CFAs demonstrated partial and complete measurement invariance among male/female and differently educated participants respectively. Invariance between healthy versus ill participants was not established, but CFAs supported the VES-sf structure in both groups separately. To conclude, we provide the VES-sf with sound measurement properties and demonstrated the appropriateness of comparing certain subgroups. Overall, we recommend the VES-sf to assess engagement/ecological validity in video-vignette research.

Published
2023
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27. Numerical investigation of spallation neutrons generated from petawatt-scale laser-driven proton beams

Author

Martinez, B., Chen, S. N., Bolaños, S., Blanchot, N., Boutoux, G., Cayzac, W., Courtois, C., Davoine, X., Duval, A., Horny, V., Lantuejoul, I., Deroff, L. Le, Masson-Laborde, P. E., Sary, G., Vauzour, B., Smets, R., Gremillet, L., and Fuchs, J.

Subjects
Physics - Accelerator Physics, Astrophysics - High Energy Astrophysical Phenomena, Nuclear Experiment, Physics - Plasma Physics
Abstract

Due to their high cost of acquisition and operation, there are still a limited number of high-yield, high-flux neutron source facilities worldwide. In this context, laser-driven neutron sources offer a promising, cheaper alternative to those based on large-scale accelerators, with, in addition, the potential of generating compact neutron beams of high brightness and ultra-short duration. In particular, the predicted capability of next-generation petawatt (PW)-class lasers to accelerate protons beyond the 100 MeV range should unlock efficient neutron generation through spallation reactions. In this paper, this scenario is investigated numerically through particle-in-cell and Monte Carlo simulations, modeling, respectively, the laser acceleration of protons from thin-foil targets and their subsequent conversion into neutrons in secondary heavy-ion targets. Laser parameters relevant to the 1 PW LMJ-PETAL and 1-10 PW Apollon systems are considered. Under such conditions, neutron fluxes exceeding $10^{23}\,\rm n\,cm^{-2}\,s^{-1}$ are predicted, opening up attractive fundamental and applicative prospects., Comment: 16 pages, 13 figures

Published
2021
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38. Responding to Students' Learning Needs: How Secondary Education Teachers Learn to Implement Differentiated Instruction

Author

Smets, Wouter, De Neve, Debbie, and Struyven, Katrien

Abstract

As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers' professional development. Three teams of secondary education teachers were trained and coached to implement differentiated instruction in their classrooms. They planned their instructional design collaboratively to align with the contextuality of their school and while implementing the planned instructional design, they responded to students with diverse readiness levels or learning profiles. Teachers' implementation of differentiated instruction was observed and interpreted using an action research methodology. Results show that teachers struggled in assessing students' differences. Moreover, teachers' responsivity appeared to be determined not only by cognitive traits but also by other types of individual differences. Implications for theory and practice are discussed.

Published
2022
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43. Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Author

Smets, Wouter and Struyven, Katrien

Abstract

This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students' different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students' different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students' needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

Published
2018

44. Aligning with Complexity: System-Theoretical Principles for Research on Differentiated Instruction

Author

Smets, Wouter and Struyven, Katrien

Abstract

Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three challenges for this research are presented: to focus on the interplay between the individual and complex collective behaviour; to acknowledge the external influences in research design; and to describe patterns of non-linear causality and emergence. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity. By using these principles, we believe research on differentiated instruction would be aligned with the theoretical foundations of the concept.

Published
2018

46. Precursor-free eruption triggered by edifice rupture at Nyiragongo volcano

Author

Smittarello, D., Smets, B., Barrière, J., Michellier, C., Oth, A., Shreve, T., Grandin, R., Theys, N., Brenot, H., Cayol, V., Allard, P., Caudron, C., Chevrel, O., Darchambeau, F., de Buyl, P., Delhaye, L., Derauw, D., Ganci, G., Geirsson, H., Kamate Kaleghetso, E., Kambale Makundi, J., Kambale Nguomoja, I., Kasereka Mahinda, C., Kervyn, M., Kimanuka Ruriho, C., Le Mével, H., Molendijk, S., Namur, O., Poppe, S., Schmid, M., Subira, J., Wauthier, C., Yalire, M., d’Oreye, N., Kervyn, F., and Syavulisembo Muhindo, A.

Published
2022
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47. Imaging of anorectal malformations: where are we now? Abdominal imaging task force of the European Society of Paediatric Radiology

Author

Stafrace, Samuel, Lobo, Luisa, Augdal, Thomas A., Avni, Fred Efraim, Bruno, Costanza, Damasio, Maria Beatrice, Darge, Kassa, Franchi-Abella, Stéphanie, Herrmann, Jochen, Ibe, Donald, Kljucevsek, Damjana, Mentzel, Hans-Joachim, Napolitano, Marcello, Ntoulia, Aikaterini, Ording-Müller, Lil-Sofie, Perucca, Giulia, Petit, Philippe, Smets, Anne M., Toso, Seema, Woźniak, Magdalena Maria, and Riccabona, Michael

Published
2022
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