As an undergraduate in cultural anthropology at Leiden University in 1964, Hans van den Breemer was asked to participate in a research project on the most efficient distribut¡on of new water wells... Show moreAs an undergraduate in cultural anthropology at Leiden University in 1964, Hans van den Breemer was asked to participate in a research project on the most efficient distribut¡on of new water wells in rural Niger. This brought him unforgettable contact with Hausa people and to some extent also with Fula and Touareg. A second defining experience was his research, from 1972 * L974, on agr¡cultural innovation among the Aouan of lvory Coast. This resulted in his doctoral dissertation "Onze Aarde houdt niet van Rijst" (Our Earth does not like Rice). The third phase of his anthropological career began in 1986 with his role in organ¡zing and supervising the research trainings ¡n Senegal and The Gambia for cultural anthropology and development sociology studenE from Leiden University. This participation led to close contacts w¡th Mandinka people predominantly, but also with people of Diakhanke, Fula, Wolof, Soninke, Serer and other origins. This book focuses on the third and last phase of his professional career. The dual aim of his participation in the training - coaching students and doing research himself- is reflected in this book. Van den Breemer shares the training staff's ideas and his personal motivations and exper¡ences with regard to the superuision and coaching of young students embarking on the¡r first anthropological research in an unfamiliar culture. He also offers his personal reflections on rural society in Senegal, its structure, social processes and problems. In an account sure to engage anthropologists and non-anthropologists alike, Hans van den Breemer reveals the realities of anthropological fieldwork and the kinds of understandings it may lead to. Show less
Students' and teachers' perceptions of the level to which Assesment for Learning (AfL) is practiced in classrooms are largely incongruent. Teachers perceived more practice of AfL than students.... Show moreStudents' and teachers' perceptions of the level to which Assesment for Learning (AfL) is practiced in classrooms are largely incongruent. Teachers perceived more practice of AfL than students. Congruency in perceptions of AfL predicted higher student intrinsic motivation. In accordance with Self-Determination Theory (Ryan, 2000), the differences in intrinsic motivation were explained by students' lower feelings of competence and autonomy and relatedness towards their teacher. Congruency in AfL perceptions were explained by student Dutch language proficiency and teachers’ efficacious beliefs about their teaching skills. Teachers' positive impact on motivational interpersonal factors was partly offset by their own possible over-efficaciousness, which might have limited the degree to which they reflected on their own teaching. This relationship seems to hold for students regardless of their ethnic background. Teacher-efficacy associated with intrinsic motivation in a dualistic fashion: high teacher efficacy negatively related to congruence, but positively to fulfillment of the needs for competence and relatedness. Even though teachers may be conducive to the maintenance and emergence of feelings of competence in their classrooms, and are perceived as having good relationship with their students, there is also a negative relation between efficacy and the perception of congruencies. Show less
Boer, A. de; Melchers, D.; Vink, S.; Dekker, F.; Beaart, L.; Jong, Z. de 2011
