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991.
G. De Werk 《European Journal of Engineering Education》2008,33(2):221-229
This paper evaluates the sustainable development graduation track at TU Delft. This track can be followed by all students of TU Delft. It consists of an interdisciplinary colloquium ‘Technology in Sustainable Development’, 300 h of self-chosen courses on sustainable development and a graduation project in which sustainable development is integrated. This paper deals with the numbers of students that follow the track, with the results of a questionnaire among the students, and with the jobs students have found after graduation. Our main conclusions are that about 50 students start the sustainable development track each year, which is more than initially intended; that two thirds of the sustainable development graduates completely integrate sustainable development into their graduation project; that the students feel that the sustainable development certificate adds value to their graduation and that many of them find jobs within the sustainable development field. 相似文献
992.
Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181–197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283; Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049–1062], refers to the motivated tendency to seek structure, simplify complex information, and avoid ambiguity. In this article, we argue that this motive may impact classroom learning in important ways and introduce a self-report measure of need for closure situated in the classroom learning environment. Psychometric properties of the new measure are assessed in multiple samples using exploratory and confirmatory factor analysis. Correlations between the new measure and existing indicators of cognitive closure, as well as variables known to influence motivation and academic achievement, support our assertions regarding the association between need for closure and academic functioning while also providing evidence for the construct validity of the measure. Finally, internal consistency and test–retest reliability suggest that the new measure functions as a reliable measure of need for closure within the classroom. 相似文献
993.
The paper examines the effectiveness of recent reforms in teacher education in Turkey, specifically the restructuring of programmes in university faculties of education. It first, briefly, sets the reforms of the 1990s in an historical context, prior to the 1997 Act which increased the length of compulsory schooling from 5 to 8 years, and the 1998 restructuring of faculties of education. It considers the national need for the restructuring of teacher education and the issues involved. The thrust of the paper is a study of how teacher educators across the country perceive both the changes and their effect on the quality of teacher education, methodology as a discipline, school partnerships, and relationships with the Ministry of National Education. 相似文献
994.
In recent years, there has been a feeling that effective teachers can be fostered by grounding professional development in actual classroom practice. This paper reports how a group of teachers adopted a lesson study approach and worked collaboratively so as to improve their class instruction on wh-question formation. Teachers’ reflections indicate that the collaborative environment throughout the study enabled them to gain insights into how to improve their teaching strategies. Also identified are some of the problems faced by teachers, which may undermine the gains of lesson study. 相似文献
995.
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives. 相似文献
996.
Solitons emerge as non-perturbative solutions of non-linear wave equations in classical and quantum theories. These are non-dispersive
and localised packets of energy — remarkable properties for solutions of non-linear differential equations. In the presence
of such objects, the solutions of Dirac equation lead to the curious phenomenon of ‘fractional fermion number’. Under normal
conditions the fermion number takes strictly integral values. In this article, we describe this accidental discovery and its
manifestation in polyacetylene chains, which has led to the development of organic conductors.
(left) Kumar Rao is a Postdoctoral Fellow at PRL, Ahmedabad. He is interested in particle physics phenomenology as probed
in particle colliders and formal aspects of quantum field theory.
(right) Narendra Sahu is currently a postdoctoral fellow at Lancaster University, UK. His main research area includes Cosmology
and Astroparticle physics. Currently he is working on dark matter and matter anti-matter asymmetry of the universe.
(center) P K Panigrahi’s research interests are in the area of quantum computation, solitons in Bose Einstein condensates
& nonlinear optical media. He is also deeply interested in science education and derives pleasure from long weekend walks. 相似文献
997.
998.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
999.
Janice M. Keenan Rebecca S. Betjemann Sally J. Wadsworth John C. DeFries Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91
We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) . 相似文献
1000.