Cees Terlouw
Biographic Data
| ID | 6154775 |
|---|---|
| NAME | Cees Terlouw |
| GIVEN NAMES | Cees |
| FAMILY NAME | Terlouw |
| SIGNATURE | TERLOUW C |
| AFFILIATIONS | Saxion |
| ORCID | 0000-0002-4050-8904 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Revisiting Facework with a new analysis instrument Face strategies and face negotiation in intercultural communication
This paper introduces the Analysis Framework of Face Interaction (AFFI) which is developed based on a new face dimension termed Face Confirmation − Face Confrontation at two levels: Individual level within the group and Collective level between groups. This proposed framework of face analysis reveals a dearth of research on face confrontation as essential communication strategies. It also points out how the mainstream research on facework has bee…
The relationship between perceived competence and earned credits in competence-based higher education
We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explai…
Neocolonialism in education
This article is concerned with the influence of western educational approaches in non‐western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational p…
Cooperative learning that features a culturally appropriate pedagogy
Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments cond…
Culturally appropriate pedagogy
Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices from elsewhere (the West) have been imported and applied without proper consideration for the host culture's heritage. To illustrate the intricacy of…
Neocolonialism in education
This article is concerned with the influence of western educational approaches in non‐western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational p…
Culturally appropriate pedagogy
Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices from elsewhere (the West) have been imported and applied without proper consideration for the host culture's heritage. To illustrate the intricacy of…
Cooperative learning that features a culturally appropriate pedagogy
Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments cond…
Culturally appropriate pedagogy
Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices from elsewhere (the West) have been imported and applied without proper consideration for the host culture's heritage. To illustrate the intricacy of…
Neocolonialism in education
This article is concerned with the influence of western educational approaches in non‐western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational p…
Cooperative learning that features a culturally appropriate pedagogy
Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments cond…
The relationship between perceived competence and earned credits in competence-based higher education
We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explai…
Revisiting Facework with a new analysis instrument Face strategies and face negotiation in intercultural communication
This paper introduces the Analysis Framework of Face Interaction (AFFI) which is developed based on a new face dimension termed Face Confirmation − Face Confrontation at two levels: Individual level within the group and Collective level between groups. This proposed framework of face analysis reveals a dearth of research on face confrontation as essential communication strategies. It also points out how the mainstream research on facework has bee…
Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Anthropology (3 works) · Social Psychology (3 works) · Social science (3 works) · Context (archaeology (2 works) · Cultural diversity (2 works) · Epistemology (2 works) · Global Education and Multiculturalism (2 works)