The chapter discusses the effect of hierarchically staging common entrepreneurship pedagogies (from passive, instructor-led to active self-steering) in an undergraduate level venture creation programme on its participants perceived ‘readiness’ to take ownership over their learning. Education literature argues that existentially transforming pedagogy, much like that of student venture creation programmes (VCP), is not fit for all students, hence leading some to thrive, and others to fear failure. Data collected from a purposive homogeneous sample of 185 undergraduate students at a Dutch university, using reliable measures for self-efficacy and readiness for self-directed learning were analysed. The results of the mixed-methods study suggest that students gain self-efficacy (readiness) to independently take ownership of their learning process through a pedagogical approach that facilitates gradual competence development in each phase of the VCP. A teaching / learning framework is discussed that may help educators foster perceived task-readiness for the radically new learning activities that characterise VCP education.
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BACKGROUND/AIM: This study examined the reliability and convergent validity of the Writing Readiness Inventory Tool in Context, a measurement evaluating writing readiness in kindergarten children (aged from five to six years).METHODS: Test-retest reliability was established with 59 children, inter-rater reliability with 72 children and convergent validity with 119 children. All participants were typically developing kindergarten children. Convergent validity was examined with the Beery-Buktenica Developmental Test of Visual-Motor Integration and the Nine-Hole Peg Test.RESULTS: We found excellent test-retest and inter-rater reliability on the future norm-referenced subdomain 'Task performance' of Writing Readiness Inventory Tool in Context with intra-class correlation coefficient ranging from 0.92 to 0.95. On the other criterion-referenced subdomains, we found fair to good reliability with intra-class correlation coefficient ranging from 0.70 to 1.0 and weighted Kappa ranging from 0.30 to 0.89. Correlations with the Beery-Buktenica Developmental Test of Visual-Motor Integration and the Nine-Hole Peg Test were moderate with rs ranging from 0.34 to 0.40 and these are comparable with correlations in other handwriting studies.CONCLUSION: Writing Readiness Inventory Tool in Context is an assessment of writing readiness that is stable over time and between raters. The expected moderate correlations with the Beery-Buktenica Developmental Test of Visual-Motor Integration and the Nine-Hole Peg Test support the construct of writing readiness.
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This article describes the development of the Writing Readiness Inventory Tool in Context (WRITIC), a measurement evaluating writing readiness in Dutch kindergarten children (5 and 6 years old). Content validity was established through 10 expert evaluations in three rounds. Construct validity was established with 251 children following regular education. To identify scale constructs, factor analysis was performed. Discriminative validity was established by examining contrast groups with good (n = 142) and poor (n = 109) performers in paper-and-pencil tasks. Content validity was high with 94.4% agreement among the experts. Two reliable factors were found in the performance of paper-and-pencil tasks with Cronbach's alphas of 0.82 and 0.69 respectively. The contrast groups differed significantly in two WRITIC subdomains: "Sustained attention" and "Task performance". Our findings indicated that the WRITIC is feasible for use in the classroom.
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Handwriting Readiness, auf Deutsch so viel wie „Bereit zum Schreibenlernen“, ist das Konstrukt, das dem Assessment Writing Readiness Inventory Tool In Context (WRITIC) zugrunde liegt. Es wurde für Kinder im Vorschulalter (5-6 Jahre) entwickelt, um festzustellen, ob sie für das Erlernen der Handschrift in der ersten Klasse bereit sind. Das WRITIC-Assessment kann bei Kindern durchgeführt werden, bei denen die Pädagog*innen sich Sorgen um die Handwriting Readiness machen. Der beste Zeitpunkt zur Durchführung des WRITIC-Assessments ist zu Beginn des letzten Halbjahrs vor der Einschulung.Die Entwicklung eines standardisierten, zuverlässigen und validen Assessments ist ein zeitintensives Unterfangen. 2008 wurde internationale Fachliteratur systematisch nach einem Assessment zum Thema Handwriting Readiness bei Vorschulkindern durchsucht. Nachdem sich herausgestellt hatte, dass ein solches nicht existiert, begann 2009 die Entwicklung des WRITIC-Assessments. 2016, also sieben Jahre später, wurde das niederländische WRITIC-Handbuch publiziert. Die Entwicklung des Assessments erfolgte im Rahmen einer Forschungsarbeit für die Dissertation der erstgenannten Autorin. In dieser Zeit haben 371 Kinder an verschiedenen Studien teilgenommen und anhand der Auswertung wurde festgestellt, dass das WRITIC ein zuverlässiges, valides Assessment mit guten prognostischen Werten ist. Anschließend wurden die WRITIC-Normwerte bei 374 Kindern erfasst und der Cut-off Wert bei der Subdomäne „Task Performance“ (Aufgabenperformanz) des WRITIC-Assessments (WRITIC-TP) festgelegt.
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When children are not ready to write, assessment of fine motor coordination may be indicated. The purpose of this study was to evaluate which fine motor test, the Nine-Hole Peg Test (9-HPT) or the newly developed Timed Test of In-Hand Manipulation (Timed-TIHM), correlates best with handwriting readiness as measured by the Writing Readiness Inventory Tool In Context-Task Performance (WRITIC-TP). From the 119 participating children, 43 were poor performers. Convergent validity of the 9-HPT and Timed-TIHM with WRITIC-TP was determined, and test-retest reliability of the Timed-TIHM was examined in 59 children. The results showed that correlations of the 9-HPT and Timed-TIHM with the WRITIC-TP were similar (rs = -0.40). The 9-HPT and the complex rotation subtask of the Timed-TIHM had a low correlation with the WRITIC-TP in poor performers (rs = -0.30 and -0.32 respectively). Test-retest reliability of the Timed-TIHM was significant (Intraclass Correlation Coefficient = 0.71). Neither of these two fine motor tests is appeared superior. They both relate to different aspects of fine motor performance. One of the limitations of the methodology was unequal numbers of children in subgroups. It is recommended that further research is indicated to evaluate the relation between development of fine motor coordination and handwriting proficiency, on the Timed-TIHM in different age groups.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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This article describes the translation and cultural adaptation process of the WRITIC (Writing Readiness Inventory Tool in Context) into European Portuguese. We examined the content and convergent validity, test-retest, and interrater reliability on the norm-referenced subdomain of the Portuguese (PT) WRITIC Task Performance (TP). To establish content validity, we consulted six experts in handwriting. Internal consistency was found with 70 children, test-retest reliability with 65, inter-rater reliability with 69, and convergent validity with 87. All participants were typically developing kindergarten children. Convergent validity was examined with the Beery–Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI-6) and the Nine Hole Peg-Test (9-HPT). On content validity, we found an agreement of 93%, a good internal consistency with Cronbach’s alpha of 0.72, and an excellent test-retest and inter-rater reliability with ICCs of 0.88 and 0.93. Correlations with Beery™VMI-6 and 9-HPT were moderate (r from 0.39 to 0.65). Translation and cross-cultural adaptation of WRITIC into European Portuguese was successful. WRITIC-PT-TP is stable over time and between raters; it has excellent internal consistency and moderate correlations with Beery™VMI-6 and 9-HPT. This analysis of the European Portuguese version of WRITIC gives us the confidence to start the implementation process of WRITIC-PT in Portugal.
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The objective of this study was to understand community-dwelling older people’s readiness for receiving telehealth by studying their intention to use videoconferencing and capacities for using digital technology in daily life as indicators. A mixed-method triangulation design was used. First, a cross-sectional survey study was performed to investigate older people’s intention to use videoconferencing, by testing our theoretical framework with a multilevel path analysis (phase 1). Second, for deeper understanding of older people’s actual use of digital technology, qualitative observations of older people executing technological tasks (eg, on a computer, cell phone) were conducted at their homes (phase 2).
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Het onderwijs zoals we het nu kennen stamt uit het begin van de 19e eeuw. In de Nederlandse onderwijswet van 1806 werden leraren verplicht klassikaal les te gaan geven en de oude manier van lesgeven werd verboden (het zogenaamde hoofdelijk onderwijs). Onderwijzers moesten vanaf dat moment bevoegd zijn tot onderwijzen en de landelijke inspectie hield toezicht of de nieuwe schoolregels werden nageleefd. Gezien de veranderingen in de samenleving, ziet het er naar uit dat het ‘traditionele’ onderwijs aan het einde van zijn levenscyclus is gekomen. Technologische innovaties maken dat werk verandert en onderwijs dat jongeren voorbereidt op “volwaardige deelname aan de samenleving en een bij hun talenten passende (toekomstige) positie op de arbeidsmarkt” (Onderwijsbegroting OCW 2011, artikel 3) zal zich daarop moeten aanpassen. En zoals het geen zin heeft om krijtjes voor het schoolbord te verbeteren als een digibord wordt gebruikt, gaat het ook niet lukken om het onderwijs te verbeteren met verouderde gereedschappen. In dit essay zullen enkele kenmerken van de hedendaagse loopbaanbegeleiding worden geplaatst in de tijdgeest waaruit deze kenmerken zijn voortgekomen. De tekst komt deels uit de oratie ‘Architectuur van leren voor de loopbaan: richting en ruimte (Kuijpers, 2012).
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